Positive Behavioral Supports for Safe, Healthy,
and Effective Schools
Bibliography
Epstein, M. H., & Sharma, J. (1998). Behavioral and emotional rating scale. Austin, TX: PRO-ED.
The Behavioral and Emotional Rating scale is a strength-based too for assessing the level of risk and protection a child or youth is experiencing. Teachers have found it useful for assessing their students from a positive perspective, and it can help with intervention planning at the “group” level.
Hawkins, J. D., Catalano, R. F., Kosterman, R., Abbott, R., & Hill, K. G. (1999). Preventing adolescent health-risk behaviors by strengthening protection during childhood. Archives of Pediatrics and Adolescent Medicine, 153, 226–234.
This paper outlines the long term results of implementing school wide, classroom and family focused interventions in schools. The study shows that students who receive these types of supports continue to have better outcomes well into adulthood. Students who receive evidence-based supports achieve more, are more likely to graduate, and are less likely to have other adjustment problems.
Horner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L.K., Sugai, G., & Boland, J. B. (2004). The school-wide evaluation tool (SET): A research instrument for assessing school-wide positive behavior support. Journal of Positive Behavior Interventions, 6(1), 3–12.
The SET assessment results indicate the extent to which school wide positive behavior support practices are in place at your school. Any of the features or systems falling between 80 and 100 percent is considered to be implemented with high fidelity and in need of little or no improvement. Those falling between 70 and 80 percent are moderately developed in need of incremental improvement. Systems falling between 50 and 70 are in need of improvement, and those systems falling below 50 percent are considered undeveloped. We recommend that you use the results to target areas for immediate improvement, those that need to be maintained and celebrated, and those that will be developed or improved at a later time. A copy of the SET can be downloaded at www.pbssurveys.org
Metzler, C. W., Biglan, A., Rusby, J. C., & Sprague, J. R. (2001). Evaluation of a comprehensive behavior management program to improve school wide positive behavior support. Education and Treatment of Children, 24(4), 448-479.
This paper describes the procedures and outcomes of a school wide PBS intervention in middle school.
Reid, J. B., Eddy, J. M., Fetrow, R. A., & Stoolmiller, M. (1999). Description and immediate impacts of a preventative intervention for conduct problems. American Journal of Community Psychology, 24(4), 483–517.
This paper describes the procedures and outcomes of a program called “Linking the Interests of Families and Teachers (LIFT)” LIFT combines school and classroom wide social skills teaching, positive reinforcement and frequent communication and collaboration with families.
Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R. Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school age children and youth. Journal of Emotional and Behavioral Disorders, 4(4), 194–209.
This is the seminal paper introducing the “three-tier model” of intervention to school-based intervention. Hill Walker and his colleagues describe the model of universal, selective and targeted levels of intervention (commonly referred to now as “tier 1, 2, of 3) and provide descriptions of evidence-based and effective interventions at each level.
Consortium for Academic, Social and Emotional Learning, www.casel.org.