Quality Indicator Review and Resource Guides for Behavioral Supports and Interventions - Positive Behavioral Systems
The State Education Department
The University of the State of New York
Albany, NY 12234
P-12: Office of Special Education
Quality Indicator Review and Resource Guides for Behavioral Supports and Interventions - PDF
(1.05 MB)
- School-Wide Positive Behavioral Systems (Updated May 2014)
- Classroom Management (Updated May 2014)
- Small Group Interventions (SGI) for At-Risk Students (Updated May 2014)
- Intensive Individualized Behavioral Interventions (Updated May 2014)
The Regional Special Education Technical Assistance Support Centers (RSE-TASC) network is one of the Office of Special Education's primary resources for school improvement in New York State. This Quality Indicator Review and Resource Guide is one of a series that has been developed for use by the RSE-TASC network to guide their work in assessment of programs and provision of professional development, support and technical assistance to districts and schools to improve results for students with disabilities.
The Guides are intended to be used to support a process that includes:
- Assessing the quality of a school district’s instructional programs and practices in the areas of literacy, behavioral supports and interventions; and delivery of special education services;
- Determining priority need areas; and
- Prescribing and planning activities to change practices and improve outcomes for students with disabilities.
The New York State Education Department (NYSED) gratefully acknowledges participation of the following individuals in the development of these documents:
Current Behavior Work Group
Linda Brown, Mid-State RSE-TASC
Rebecca DeBottis, Mid-South RSE-TASC
Jose Flores, Western RSE-TASC
Luis Laviena, New York City RSE-TASC
Brian Orzell, Mid-Hudson RSE-TASC
Helena Rodriguez, New York City RSE-TASC
Hildreth Rose, Mid-South RSE-TASC
Patti Slobogin, Lower Hudson RSE-TASC
Patti Simonds, Capital District RSE-TASC
Past Behavior Work Group
Linda Blankenhorn – SETRC, Rochester City Schools
William Bulman – NYSED/Office of Special Education
Alison Conners – NYSED/Office of Special Education
Michael Friga – SETRC, Tompkins Seneca Tioga BOCES
Luis Laviena, New York City RSE-TASC
Rob Mark, SETRC, Hamilton Fulton Montgomery BOCES
Brian Orzell, Mid-Hudson RSE-TASC
Hildreth Rose, Mid-South RSE-TASC
Deb Sandler, SETRC, New York City DOE
Wilma Jozwiak, NYS Statewide S3TAIR Activities, Capital Region BOCES
James P. DeLorenzo, Assistant Commissioner for Special Education, NYSED
Patricia J. Geary, Coordinator, Special Education Policy and Professional Development, NYSED
This document contains hypertext links or pointers to information created and maintained by other public and private organizations. These links and pointers are provided for the user's convenience. The State Education Department does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information. Further, the inclusion of links or pointers to particular items in hypertext is not intended to reflect their importance, nor is it intended to endorse any views expressed, or products or services offered, on these outside sites, or the organizations sponsoring the sites.
The State Education Department grants permission to New York State public schools, approved private schools and nonprofit organizations to copy this for use as a review and quality improvement guide. This material may not otherwise be reproduced in any form or by any means or modified without the written permission of the New York State Education Department. For further information, contact the Office of Special Education at (518) 473-2878 or write to that office at 89 Washington Avenue, Room 309, Albany, New York 12234.
Quality Indicator Review and Resource Guide Behavior: School-Wide Positive Behavioral Systems
Definition: School-wide positive behavioral supports is a systems approach to discipline that emphasizes prevention and data-based decision-making to both reduce problem behavior and improve academic performance. While engaging instruction is the most effective "behavioral intervention," every school also needs an effective discipline system.
Key Question:
Does the school have a consistent and comprehensive school-wide behavioral program in place?Indicator: School-Wide Discipline System |
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Quality Indicator | Description/Look Fors: | Comments/Evidence |
Component 1: School-Based Team |
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There is a school-based team with oversight responsibility for the school’s discipline system. |
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Team roster, meeting minutes, training schedule, evaluation report, written action plan |
RESOURCES/TOOLS:
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Component 2: Political Support & Visibility at School level |
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The school-wide discipline system is supported by and is a priority for school staff. |
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Staff survey, school improvement plan, school code of conduct, team membership, funding records, staffing/time allocations |
RESOURCES/TOOLS:
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Component 3: School-Wide Behavioral Expectations |
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The school has a limited number of expectations for student behavior which are positively stated. |
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Team documents, school code of conduct, posters in school, expectations Matrix |
RESOURCES/TOOLS:
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All students are taught behavioral expectations. |
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Lesson plans, schedule for teaching, Schoolwide Evaluation Tool (SET) results/ Survey |
RESOURCES/TOOLS:
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Component 5: School-Wide Acknowledgement System |
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Students are acknowledged for demonstrating expected behaviors. |
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Acknowledgement menu, data report, observation, school records |
RESOURCES/TOOLS: |
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Component 6: Consistent Behavioral Consequences |
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Consistent consequences are applied for inappropriate behavior across staff and settings. |
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Teacher handbook, student handbook, interview/survey, school reports, lesson plans, discipline data |
RESOURCES/TOOLS:
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Component 7: Data Collection and Analysis |
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Data on student behavior are collected and used to inform and improve the behavioral system. |
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Discipline referral form, school data reports, monthly data reports, team minutes, action plans |
RESOURCES/TOOLS:
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Component 8: On-going staff development |
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All staff understand and implement the school-wide discipline system with fidelity. |
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Training enrollment records, coach report, team action plan, faculty meeting minutes, staff surveys, teacher acknowledgement menu, training materials |
RESOURCES/TOOLS:
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Key Question:
Does the district support the school in effective implementation of its positive discipline system?Indicator: District Level Support |
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Quality Indicator | Description/Look Fors: | Comments/Evidence |
Component 1: District-Level Leadership Team |
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Schools receive support at the district level in implementing positive school-wide discipline systems. |
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Team roster, attendance, meeting minutes, training dates, written action plan |
RESOURCES/TOOLS:
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Component 2: Political Support & Visibility at District level |
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The school community is aware of and supports the school’s discipline system. |
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District strategic plan/ PDP, PTA minutes/ agenda, district newsletter, Board minutes, newspaper articles |
RESOURCES/TOOLS:
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Component 3: Professional Development & Technical Assistance |
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The district provides professional development and technical assistance to support schools. |
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Trainer agreements, training schedule, sign-ins, PDP/ QIP, coach meeting minutes, handbook/materials |
RESOURCES/TOOLS:
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Component 4: District Program Evaluation |
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The district evaluates and helps to improve school-based systems of discipline. |
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VADIR report, suspension/dropout records program evaluation report, district strategic plan |
RESOURCES/TOOLS:
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Key Question:
Do classroom behavioral support systems relate directly to the school-wide behavioral support system? Do nonclassroom behavioral support systems relate directly to the school-wide behavioral system? (See Office of Special Education Quality Indicator on Classroom Management for more in-depth indicators)Indicator: Behavior Management |
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Quality Indicator | Description/Look Fors: | Comments/Evidence |
Component 1: Classroom Management |
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Effective classroom management strategies are used in all classrooms. |
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Posters of class rules, teacher/student interview, lesson plans, student interviews, office discipline referral forms, observations |
RESOURCES/TOOLS: For Tools & Resources, see Quality Indicator on Classroom Management. |
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Component 2: Nonclassroom Behavioral Supports |
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Effective management strategies are used in nonclassroom settings. |
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Posters in each setting, lesson plans, office discipline referral forms, student/staff interviews, training schedule, sign-ins, staff meeting minutes |
RESOURCES/TOOLS:
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Key Question:
Does the school have a consistent, high quality small group intervention for at risk students? Is there a consistent and comprehensive system for developing and implementing interventions for students with significant individualized behavioral support needs? (See Office of Special Education Quality Indicators on Targeted Small Group Behavioral Interventions and on Intensive Individualized Behavioral Interventions for more in-depth indicators)
Indicator: Interventions for At-Risk Students |
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Quality Indicator | Description/Look Fors: | Comments/Evidence |
Component 1: High Quality Small Group Intervention |
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Evidence-based small group interventions for behaviorally at-risk students are in place. |
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At risk criteria policies, monitors are identified, training dates, written description of secondary strategies, written action plan |
RESOURCES/TOOLS:
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Component 2: Intensive Individualized Behavioral Interventions |
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Evidence-based intensive individualized interventions for students with chronic and severe behavioral difficulties are in place. |
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Behavioral incident reports, team roster, staff memos, FBAs, BIPs & teacher reports, anecdotal records |
RESOURCES/TOOLS: For Tools & Resources, see Quality Indicator on Intensive Individualized Behavioral Interventions. Framework for district planning for tertiary interventions ![]() |
Selected Bibliography
Albin, R.W., Dunlap, G., & Lucyshyn, J.M. (2002). Collaborative research with families on positive behavior support. In J. Lucyshyn, G. Dunlap, & Albin, R.W. (Eds), Families and positive behavior support: Addressing problem behaviors in family contexts (pp. 373-389). Baltimore, MD: Paul H. Brookes. How to apply positive behavioral systems principles in families.
Anderson, C. M., and Kincaid, D. (2005). Applying Behavior Analysis to School Violence and Discipline Problems: Schoolwide Positive Behavior Support—(abstract). The Behavior Analyst, 28 (1).
Bohanon-Edmonson, H., Flannery, K.B., Eber, L. & Sugai, G. (2005). Positive Behavior Support in High Schools: Monograph from the 2004 Illinois High School Forum of Positive Behavioral Interventions and Supports. Summary of findings from a roundtable on implementation of positive behavioral systems in high schools (118 pgs).
Bohanon, H., Fenning, P., Carney, K., Minnis-Kim, M.J., Anderson-Harris, S., Moroz, K.B., Hicks, K.J., Kaspar, B., Culos, C., Sailor, W., & Spigott, T.D. (2006). Schoolwide application of Positive Behavior Support in an urban high school: A case study (abstract). Journal of Positive Behavior Interventions, 8(3), pp. 131-145. After somewhat dry start on research methodology, touches on the trickier parts of positive behavioral systems in an urban setting with older students.
Brophy, J.E. (1986a). Classroom management techniques. Education and Urban Society, 18(2), 182-194. Literature review identifying components of effective classroom management.
Cameron, J., & Pierce, W.D. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64(3), 363-423. Meta-analysis showing that providing incentives does not decrease intrinsic motivation of students.
Clonan, S.M., McDougal, J.L., Clark, K. & Davison, S. (2007). Use of office discipline referrals in school-wide decision making: A practical example(abstract). Psychology in the Schools, 44(1), pp. 19-27. Provides overview of PBIS and then focuses on how office discipline data can be used with emphasis on role of school psychologist.
Clonan, S.M., Lopez, F., Rymarchyk, G., & Davison, S. (2004?). School-wide positive behavior support: Implementation and evaluation at two urban elementary schools. Persistently Safe Schools: The National Conference of the HAMILTON FISH INSTITUTE ON SCHOOL AND COMMUNITY VIOLENCE. Evaluation of positive behavioral systems at two urban elementary schools.
Colvin, G., Sugai, G., Good, R., & Lee, Y. (1997). Effect of active supervision and precorrection on transition behaviors of elementary students. School Psychology Quarterly, 12, 344-363. Focuses on two aspects of the positive behavioral systems framework—monitoring and pre-teaching behavior to prevent problems.
Colvin, G. (2007). 7 steps for developing a proactive schoolwide discipline plan: A guide for principals and leadership teams. California: Sage Publications. A guidebook with practical checklists and user-friendly forms.
Dwyer, K.P. (2002). Tools for building safe, effective schools. In Interventions For Academic and Behavior Problems II: Preventive and Remedial Approaches, Shinn, M.R., Walker, H.M., Stoner, G. (Eds.). Bethesda, MD: NASP Publications.
Ford, L & Amaral, D. (2006) Research on Parent Involvement: Where We’ve Been and Where We Need to Go.
Report from British Columbia Educational Leadership Research. Literature review.
Freeman, R., Eber, L., Anderson, C., Irvin, L., Horner, R, Bounds, M. & Dunlap, G. (2006). Building inclusive school cultures using school-wide positive behavior support: Designing effective individual support systems for students with significant disabilities Research & Practice for Persons with Severe Disabilities, 31(1), pp. 4-17. Positive behavioral systems as tool to develop fully inclusive schools with good descriptions of the 3 tiers of positive behavioral systems.
Hintze, J.M., Volpe, R.J. & Shapiro, E.S. (2008). Best practices in the systematic direct observation of student behavior. In Best Practices in School Psychology V, Thomas, A. and Grimes, J. (eds.). Bethesda, MD: NASP Publications. Describes research-based tools for monitoring student behavior.
Homer, R. H., Sugai, G., Eber, L., Phillips, D., & Lewandowski (2004). Illinois Positive Behavioral Interventions and Supports Project: 2002-2003 progress report. Chicago, IL: ISBE EBD/PBIS Network. Evaluation of statewide implementation of PBIS in Illinois.
Horner, R. H., Sugai, G., & Horner, H. F. (2000). A school-wide approach to student discipline (abstract). The School Administrator, 2(57), 20-23. Includes a discussion of the importance of administrator involvement.
Horner R.H., Todd A.W., Lewis-Palmer T., Irvin L.K., Sugai G. & Boland J.B. (2003). The School-Wide Evaluation Tool (SET): A Research Instrument for Assessing School-Wide Positive Behavior Support. Journal of Positive Behavior Interventions, 6(1), pp. 3-12. Description of the SET, a tool for formal evaluations of positive behavioral systems in a school.
Irvin, L.K., Tobin, T.J, Sprague, J.R., Sugai, G., & Vincent, C.G. (2004). Validity of office discipline referral measures as indices of school-wide behavioral status and effects of school-wide behavioral interventions (abstract). Journal of Positive Behavior Interventions, 6(3), 131-147. Emphasizes importance of data collection/analysis.
Johns, S.K., Patrick, J.A. & Rutherford, K.J. (2008) Best practices in district-wide positive behavior support implementation. In Best Practices in School Psychology V, Thomas, A. and Grimes, J. (eds.). Bethesda, MD: NASP Publications.
Kant, A. R. & March, R.E. (2004), Effective strategies for addressing challenging behavior in schools. Journal of Scholarship and Practice, 1(3), 3-6. Overview of a 6-step process for implementing PBIS.
Leaf, P.J., Keys, S.G., Barrett, S., & McKenna, M. (2004). Building capacity for universal prevention through state-nonprofit-university-school system partnerships. Conference Proceedings from Persistently Safe Schools: The National Conference of the Hamiliton Fish Institute on School and Community Violence. Description of Maryland state PBIS collaboration with review of literature, description of critical elements, an example of a schedule for a professional development program, and program outcomes.
Lewis, T.J. & Sugai, G. (1999). Effective behavior support: A systems approach to proactive schoolwide management (abstract). Focus on Exceptional Children. Includes research review, but most useful part is middle section on nonclassroom settings, with good examples of expectations and implementation steps in hallway, playground, assemblies and cafeteria.
Luiselli, J.K., Putnam, R.F., Handler, M.W., & Feinberg, A.B. (2005). Whole-school positive behavior support: Effects on student discipline problems and academic performance (abstract). Educational Psychology, 25 (2/3), 183-198. Overview of all components of a school-wide behavior support system.
McKevitt, B.C. & Braaksma, A.D. (2008) Best practices in developing a positive behavior support system at the school level. In Best Practices in School Psychology V, Thomas, A. and Grimes, J. (eds.). Bethesda, MD: NASP Publications. Good overview of research and practice.
Muscott, H.S., Mann, E., Benjamin, T.B., & Gately, S. (2004). Positive Behavioral Interventions and Supports in New Hampshire: Preliminary Results of a Statewide System for Implementing Schoolwide Discipline Practices. Education and Treatment of Children, 27(4). Evaluation of the PBIS program implemented in NH schools statewide.
Netzel, D.M. & Eber, L. (2003). Shifting from reactive to proactive discipline in an urban school district: A change of focus through PBIS implementation (abstract). Journal of Positive Behavior Interventions, 5(2), pp. 71-79. Case study of an urban school district’s implementation of PBIS with some clear specific examples of steps taken.
Oswald, K., Safran, S., & Johanson, G. (2005). Preventing trouble: Making schools safer using positive behavior supports. Education and Treatment of Children, 28(3), 265-278. Overall description of all components of PBIS program
Scott, T.M. & Martinek, G. (2006). Coaching positive behavior support in school settings: Tactics and data-based decision making (abstract). Journal of Positive Behavior Interventions, 8(3), pp. 165-173. Good general description of positive behavioral systems and good specific description of one way a coach might function.
Scott, T.M., Nelson, C.M. & Liaupsin, C.J. (2001). Effective instruction: The forgotten component in preventing school violence (abstract). Education and Treatment of Children, 24(3), pp 309-322. Review of literature on effect of improving instruction on school violence.
Skiba, R.J. (2000). Zero tolerance, zero evidence: An analysis of school disciplinary practice. Policy Research Report #SRS2, Indiana Education Policy Center, University of Nebraska-Lincoln. Research report on lack of evidence on effectiveness of zero tolerance policies.
Skiba, R.J., Michale, R.S., & Nardo, A.C. (2000). Sources of racial and gender disproportionality in school punishment. Policy Research Report #SRS, Indiana Education Policy Center, University of Nebraska-Lincoln. Explores factors contributing to disproportionate representation of minority students in school discipline procedures.
Smallwood, D. (2003). Defusing violent behavior in young children: An ounce of prevention: Information for School Principals. National Association of School Psychologist Handout. Short, clear overview of schoolwide and individual interventions for elementary schools.
Sprick, R.S., Borgmeier, C. and Nolet, V. (2002). Prevention and management of behavior problems in secondary schools. In Interventions For Academic and Behavior Problems II: Preventive and Remedial Approaches. Shinn, M.R., Walker, H.M., Stoner, G. (Eds.). Bethesda, MD: NASP Publications. Specific focus on evidence-based practices in secondary schools.
Stollar, S.A., Schaeffer, K.R., Skelton, S.M., Stine, K.C., Lateer-Huhn, A. & Poth, R.L. (2008) Best practices in professional development: An integrated three-tier model of academic and behavior supports. In Best Practices in School Psychology V, Thomas, A. and Grimes, J. (eds.). Bethesda, MD: NASP Publications.
Sugai, G. (2009). School-Wide Positive Behavior Support and Response to Intervention. Retrieved November 12, 2009, from RTI Action Network: http://www.rtinetwork.org/Learn/Behavior/ar/SchoolwideBehavior.
Sugai, G., Sprague, J. R., Horner, R. H., & Walker, H. M. (2000). Preventing school violence: The use of office discipline referrals to assess and monitor school-wide discipline interventions. Journal of Emotional and Behavioral Disorders, 8, 94-101. Emphasizes importance of data collection/analysis.
Taylor-Greene, S.J., & Kartub, D.T (2000). Durable implementation of school-wide behavior support: The high five program. Journal of Positive Behavior Interventions, 2(4), 233-235. Description of a specific PBIS program in an elementary school with 5 expectations that had great results in ODRs for 5 years running.
Tobin, T. J., Lewis-Palmer, T., & Sugai, G. (2002). School-wide and individualized effective behavior support: An explanation and an example (pgs 51-75 of this 118 page document). Behavior Analyst Today, 3, pp., 1-7Tobin, T., Sugai, G., & Colvin, G. (1996). Patterns in middle school discipline records. Journal of Emotional and Behavioral Disorders, 4(2), 82-94. Relates positive behavioral systems (EBS) to individualized student interventions.
Tobin, T., Sugai, G., & Colvin, G. (1996). Patterns in middle school discipline records (abstract). Journal of Emotional and Behavioral Disorders, 4(2), 82-94. Emphasizes importance of data collection/analysis.
Utley, C.A., Kozleski, E., Smith, A. & Draper, I.L. (2004). Positive behavior support: A proactive strategy for minimizing behavior problems in urban multicultural youth. Journal of Positive Behavior Interventions, 4(4), pp. 196-207. Describes how effective positive behavioral systems strategies can incorporate multicultural education.
Walker, B., Cheney, D., Stage, S., Blum, C., & Horner, R.H. (2005). School-wide screening and positive behavior supports: Identifying and supporting students at risk for school failure. Journal of Positive Behavior Interventions, 7(4), 194-204.
Recommended Websites:
- www.nyspbis.org
: New York State PBIS Technical Assistance Center (NYS PBIS TAC)
- www.pbismaryland.org
: Maryland’s PBIS website, with multiple examples of work from schools.
- www.successfulschools.org
: Resources and articles from Effective Educational Practices.
- www.pbisillinois.org
: Illinois’s PBIS website with tools, resources and PowerPoint presentations.
- http://flpbs.fmhi.usf.edu/
: Florida Positive Behavior Support Project