Technical Assistance and Training

CalSTAT Techincal Assitance and Training

Core Message Area:

POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS (PBIS)

Revised: May 2011

Revised by: Jeffrey Sprague, Ph.D., University of Oregon

Resources: PBIS

  1. The National Technical Assistance Center on Positive Behavioral Interventions and Supports:
  • The TA Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs, US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective schoolwide disciplinary practices. This site is the most comprehensive resource for all aspects of PBIS implementation, and is updated on a regular basis. Links to other Web sites, PowerPoint presentations, and research summaries are provided on this site.
  1. The research-validated practices that inform the categories of the PBIS Core Message Area can be found at the National Registry of Evidence-based Programs and Practices (NREPP) at: http://www.nrepp.samhsa.gov/
  • NREPP is a searchable online registry of supporting mental health promotion, substance abuse prevention, and mental health and substance abuse treatment. The Substance Abuse Mental Health Services Administration connects members of the public to intervention developers so they can learn how to implement these approaches in their communities.

Resources:

  1. Positive Behavioral Interventions and Supports systems need to be integrated with academic support systems.
    Academic failure is a major predictor of inappropriate behavior and other adjustment problems and needs to be explicitly and consistently addressed as part of an effective and comprehensive school program. As such, schools need to be accountable for improved student behavior in the same manner as they are for student achievement. Safe, effective, and supportive schools utilize ongoing school improvement processes to set measurable goals and objectives and integrate interventions into school and district accountability and planning systems.

The What Works Clearinghouse (WWC)

  • Established in 2002, the What Works Clearinghouse (WWC) is a central and trusted source of scientific evidence for what works in education. It is an initiative of the U.S. Department of Education's Institute of Education Sciences.

WWC: Practice Guides
http://ies.ed.gov/ncee/wwc/publications/practiceguides/

  • Produces user-friendly practice guidelines for educators that address instructional challenges with research-based recommendations for schools and classrooms. 

WWC: Interventions
http://ies.ed.gov/ncee/wwc/reports/

  • Assesses the rigor of research evidence on the effectiveness of interventions (programs, products, practices, and policies), giving educators the tools to make informed decisions.

WWC: Standards
http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=19&tocid=1

  • Develops and implements standards for reviewing and synthesizing education research.

WWC: Registry of Education Evaluation Researchers
http://ies.ed.gov/ncee/wwc/references/registries/EVLSearch.aspx

  • Provides a public and easily accessible registry of education evaluation researchers to assist schools, school districts, and program developers with designing and carrying out rigorous evaluations.

Sailor, W., Dunlap, G., Sugai, G., Horner, R. (Eds.). (2009). Handbook of Positive Behavior Supports. In. M. Roberts (Series Ed.), Handbook of Clinical Child Psychology. New York:  Springer.

  • This large volume is the first ever compilation of the many facets of PBIS implementation in schools and represents perspectives on inappropriate behavioral supports for schools and families.

Algozzine, B., & Algozzine, K. (2009). Facilitating academic achievement through schoolwide positive behavior support. In W. Sailor, G. Dunlap, R. Horner, & G. Sugai (Eds.), Handbook of positive behavior support. New York:  Springer Publishing Company, 521-550.

  • The Algozzines provide a comprehensive review of the research on the relationship between academic and behavioral success.

Sprague, J.R., Cook, C.R., Wright, D.B., & Sadler, C. (2008). RTI and behavior: A guide to integrating behavioral and academic supports. Horsham, PA:  LRP Publications.

  • The authors (including PENT co-founder Diana Browning Wright) provide an overview and practical examples of using Response to Intervention practices that integrate behavioral and academic supports.

Sprague, J. and A. Golly (2005). Best behavior: Building positive behavior supports in schools. Longmont, CO, Sopris West Educational Services.

  • Best Behavior is a widely implemented system for addressing schoolwide, classroom, common areas, individual student, and family support systems in schools. Several California County Offices of Education, SELPAs, and school districts have received direct training and “train the trainer” support, and now offer local implementation training and support in their geographical areas.

Resources:

  1. Sustained use of effective prevention and behavioral support practices must be a priority to make schools safe, effective, and supportive places to learn.
    In order to establish a system of Positive Behavioral Interventions and Supports, school stakeholders must prepare the groundwork.

TA Center on Positive Behavioral Interventions and Supports
http://www.pbis.org

  • The TA Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs (OSEP), US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective schoolwide disciplinary practices. This site is the most comprehensive resource for all aspects of PBIS implementation, and is updated on a regular basis. Links to other Web sites, PowerPoint presentations, and research summaries are provided on this site.

Sailor, W., Dunlap, G., Sugai, G., Horner, R. (Eds.). (2009). Handbook of Positive Behavior Supports. In. M. Roberts (Series Ed.), Handbook of Clinical Child Psychology. New York:  Springer.

  • This large volume is the first ever compilation of the many facets of PBIS implementation in schools and represents perspectives on inappropriate behavior support for schools and families.

The National Implementation Research Network (NIRN)
http://www.fpg.unc.edu/~nirn/resources/default.cfm

  • The mission of the National Implementation Research Network (NIRN) is to close the gap between science and service by improving the science and practice of implementation in relation to evidence-based programs and practices. The following monograph published by Dean Fixsen and his colleagues is widely used as a guide for scaling up evidence-based practices such as PBIS.

Fixsen, D. L., Naoom, S. F., Blasé, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation Research:  A Synthesis of the Literature. Tampa, FL:  University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).

Sprague, J. and A. Golly (2005). Best behavior: Building positive behavior supports in schools. Longmont, CO, Sopris West Educational Services.

  • Best Behavior is a widely implemented system for addressing schoolwide, classroom, common areas, individual student, and family support systems in schools. Several California County Offices of Education, SELPAs and school districts have received direct training and “train the trainer” support and now offer local implementation training and support in their geographical areas.

Bullying Prevention Training Modules
http://www.stopbullying.gov

Resources:

  1. Schools that are safe, supportive, and effective have five well-organized, clearly articulated systems of intervention.
    These systems of intervention consist of schoolwide, classroom, common areas, individual students and finally, family support and collaboration.

TA Center on Positive Behavioral Interventions and Supports
http://www.pbis.org

  • The TA Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs (OSEP), US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective schoolwide disciplinary practices. This site is the most comprehensive resource for all aspects of PBIS implementation, and is updated on a regular basis. Links to other Web sites, PowerPoint presentations, and research summaries are provided on this site.

Sailor, W., Dunlap, G., Sugai, G., Horner, R. (Eds.). (2009). Handbook of Positive Behavior Supports. In. M. Roberts (Series Ed.), Handbook of Clinical Child Psychology. New York:  Springer

  • This large volume is the first ever compilation of the many facets of PBIS implementation in schools and represents perspectives on inappropriate behavior support for schools and families.

The Center on Early Adolescence

  • The Center on Early Adolescence supports high-quality research on the development, treatment, and prevention of problems of early adolescence and disseminates evidence-based information and interventions. Our goal is to promote successful development of adolescents by helping families, schools, neighborhoods, and communities provide nurturing environments for young people.

Nurturing Environments
http://www.nurturingenvironments.org/

  • Nurturing environments (a) minimize toxic or stressful events in people’s lives, (b) richly reinforce prosocial behavior, (c) promote prosocial values and skills, and (d) foster psychological flexibility.
    The Web site summarizes what is currently known about youth well-being, the costs of inappropriate behaviors, and how we can effectively build families, schools, and communities that foster successful development. You will also find specific information and tools for parents, researchers, policymakers, educators, and practitioners.

Resources:

  1. Effective schools build and maintain a positive "social culture."
    Successful students are safe (don’t hurt themselves or others), respectful (follow adult requests and get along with their peers), and responsible (arrive to class on time and complete assignments). These foundational skills are essential for a safe and orderly school environment.

The Collaborative for Social and Emotional Learning
http://www.casel.org

  • The mission of the Collaborative for Social and Emotional Learning is to establish social and emotional learning (SEL) as an essential part of education. They envision a world where families, schools, and communities work together to promote children's success in school and life and to support the healthy development of all children.

The Committee for Children
http://www.cfchildren.org/

  • The Committee for Children is a nonprofit organization that publishes widely used programs to promote social emotional learning, and to prevent bullying and harassment. These programs are adopted widely in California and integrate well with schoolwide PBIS systems.

The Olweus Program
http://www.clemson.edu/olweus/

  • The Olweus Program (pronounced Ol-VEY-us; the E sounds like a long A) is a comprehensive, schoolwide program designed and evaluated for use in elementary, middle, or junior high schools. The program’s goals are to reduce and prevent bullying problems among school children and to improve peer relations at school. The program has been found to reduce bullying among children, improve the social climate of classrooms, and reduce related antisocial behaviors, such as vandalism and truancy. Schools are also gathering data about OBPP implementation at the high school level.  The Olweus Program has been implemented in more than a dozen countries around the world, and in thousands of schools in the United States. 

Resources:

  1. All students with chronic inappropriate behavior, whether or not they have been identified as eligible for special education, can benefit from the use of positive behavioral interventions and supports.
    Research indicates that a typical school will have three relatively distinct populations of students: typically developing or non-at-risk, mildly at-risk, and high-risk or antisocial. This model includes students with and without identified disabilities.

The TA Center on Positive Behavioral Interventions and Supports
http://www.pbis.org

  • The TA Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs (OSEP), US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective schoolwide disciplinary practices. This site is the most comprehensive resource for all aspects of PBIS implementation, and is updated on a regular basis. Links to other Web sites, PowerPoint presentations, and research summaries are provided on this site.

Check & Connect
http://checkandconnect.org/

  • Check & Connect is a model to promote students' engagement with school, reduce dropout, and increase school completion. The Check & Connect model originated from a partnership of researchers, practitioners, parents, and students led by the Institute on Community Integration, University of Minnesota.
    This Web site offers information regarding the Check & Connect model, current projects and initiatives, related publications, upcoming presentations and workshops, and staff. This information is useful to educators, researchers, administrators, and others interested in helping youth remain engaged in school and on track to graduate.

Dropout Prevention Interventions
http://ies.ed.gov/ncee/wwc/reports/topic.aspx?tid=06

  • Check & Connect is one of 28 Dropout Prevention Interventions reviewed by the U.S. Department of Education's What Works Clearinghouse to date, and the only one found to have positive effects for staying in school.

What Works Clearinghouse (WWC)

  • Established in 2002, the What Works Clearinghouse (WWC) is a central and trusted source of scientific evidence for what works in education. It is an initiative of the U.S. Department of Education's Institute of Education Sciences.

PENT Network
http://www.pent.ca.gov/

  • The collaborative, PENT network is dedicated to increasing academic achievement and overcoming behavioral barriers to success for all students with and without disabilities. The Positive Environments, Network of Trainers is a California Positive Behavior Initiative designed to provide information and resources for educators striving to achieve high educational outcomes through the use of proactive positive strategies. Evidence-based positive practices and helpful information is disseminated statewide through this Web site.

Sailor, W., Dunlap, G., Sugai, G., Horner, R. (Eds.). (2009). Handbook of Positive Behavior Supports. In. M. Roberts (Series Ed.), Handbook of Clinical Child Psychology. New York:  Springer.

  • This large volume is the first ever compilation of the many facets of PBIS implementation in schools and represents perspectives on inappropriate behavior support for schools and families.

Dunlap, G., Iovannone, R., English, C., Kincaid, D., Wilson, K., Christiansen, K., et al. (2009). Prevent-Teach-Reinforce: A school-based model of positive behavior support. Baltimore, MD: Paul H. Brookes.

  • The School-Based Model of Individualized Positive Behavior Support is the first practical guide to the research-proven Prevent-Teach-Reinforce (PTR) model. DARES faculty and staff, including Kathy Christiansen, Glen Dunlap, Rose Iovannone, and Don Kincaid co-authored the easy-to-use book aimed at solving serious behavior challenges in K–8 classrooms. The innovative model gives school-based teams a five-step plan for reducing problems unresolved by typical behavior management strategies.

Crone, D., Hawken, L., & Horner, R. (2010). Responding to inappropriate behavior in schools, Second Edition: The Behavior Education Program. The Guilford Practical Intervention in the Schools Series. New York: Guilford Press.

  • The Behavior Education Program (BEP) was developed for the approximately 10–15% of students who fail to meet schoolwide disciplinary expectations but do not yet require intensive, individualized services. Clear, step-by-step guidelines are provided for implementing the approach, which incorporates daily behavioral feedback, positive adult attention, and increased home–school collaboration.

Walker, H. M., Kavanagh, K., Stiller, B., Golly, An., Severson, H. H., & Feil, E. G. (1998)."First Step to Success:  An Early Intervention Approach for Preventing School Antisocial Behavior". Journal of Emotional and Behavioral Disorders, 6(2), 66-80.

  • First Step to Success is a research validated early intervention program designed for at-risk children who show the soft, early signs of emerging antisocial behavior at the point of school entry. The First Step to Success program incorporates intervention techniques  (i.e., adult praise and feedback, positive reinforcement, social skills training, teacher and parent involvement, timeout/cost contingency) that research has shown to be effective. Likewise, First Step to Success incorporates techniques to facilitate generalization of behavior change across the school day and in the home.

Revised IRIS STAR Legacy Module
http://iris.peabody.vanderbilt.edu/beh1/chalcycle.htm
Revised: 08/14/2012

  • A revision of Who's in Charge? Developing a Comprehensive Behavior Management System, one of the IRIS Center’s most popular STAR Legacy Modules has been released. In Classroom Management (Part 1): Learning the Components of a Comprehensive Behavior Management Plan, you will learn about the negative effects of disruptive behavior on students’ learning and the teacher’s ability to effectively instruct, as well as how culturally influenced factors affect a student's classroom behavior. You will also be introduced to the major components of a comprehensive behavior management plan: A statement of purpose, rules, procedures, consequences, and an action plan.

In addition to these components, the module contains:

  • Sample rules and procedures for common classroom situations
  • Opportunities to evaluate, add to, or revise a teacher’s statement of purpose, classroom rules, and procedures, and to receive feedback on how you did
  • Interactive behavior games that help players match consequences to actions and behaviors
  • Audio interviews with experts such as Michael Rosenberg, dean of the school of education at SUNY New Paltz; Lori Jackman, assistant professor at Towson University and former project director for a behavioral intervention program; and Deborah Voltz, Director of the Center for Urban Education and special education professor at the University of Alabama at Birmingham

Additional IRIS Center materials (http://iris.peabody.vanderbilt.edu/) If you have any questions concerning IRIS materials, please contact Kim Skow at 800-831-6134, kimberly.a.skow@vanderbilt.edu, or iris@vanderbilt.edu.
The IRIS Center

Vanderbilt University
Peabody College, 
 230 Appleton Place, Box 275
Vanderbilt University
 Nashville, TN 37203 iris@vanderbilt.edu 615-343-5610
615-343-5611 (fax)


For questions regarding the Core Message Area: PBIS, or Technical Assistance requests, please contact CalSTAT Project Assistant Director Lorie Fennell at 707-843-1199, or lorie.fennell@calstat.org.

 

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Last updated: 10/03/2012