A Framework for Building Safe and Effective School Environments: Positive Behavioral Interventions and Supports (PBIS)
Vol.28,No.4(2018)
ENGLISH ISSUE
Schools throughout the world strive to establish safe and effective learning environments. One consistent challenge is student aggression, acting-out, withdrawal, and insubordination. The historic response to student problem behavior has been punishment and remediation. Recently, more positive, proactive and comprehensive options have emerged. Positive Behavioral Interventions and Supports (PBIS) is one framework that links school-wide prevention efforts with tiered behavior support practices. The present paper summarizes the logic and core features of PBIS, the research literature supporting both the feasibility and effectiveness of PBIS, and lessons learned about implementation of PBIS across more than 26,000 schools in the United States. Discussion focuses on issues associated with cultural adaptation of these practices as PBIS is used outside the U.S., and across an array of social contexts.
positive behavior support; implementation science; school discipline; cultural adaptation
Algozzine, R. F., Barrett, S., Eber, L., George, H., Horner, R. H., Lewis, T. J., . . .Sugai, G. (2014). SWPBIS Tiered Fidelity Inventory. Eugene, OR: OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Available from www.pbis.org
Allen, M. B. (2005). Eight questions on teacher recruitment and retention: What does the research say? Education Commission of the States. Retrieved from http://files.eric.ed.gov.fulltext/ED489332
Barrett, S., Bradshaw, C., & Lewis-Palmer, T. (2008). Maryland statewide PBIS initiative: Systems, evaluation, and next steps. Journal of Positive Behavior Interventions, 10, 105–114.
Belfield, C., Bowden, A. B., Klapp, A., Levin, H. M., Shand, R., & Zander, S. (2015). The economic value of social and emotional learning. Monograph. New York: Center for Benefit- Cost Studies in Education Teachers College, Columbia University. Retrieved from http://cbcse.org/wordpress/wp-content/uploads/2015/02/SEL-Revised.pdf.Google Scholar
Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E., McMahon, R. J., & Pinderhughes, E. (2002). The implementation of the Fast Track Program: An example of a large-scale prevention science efficacy trial. Journal of Abnormal Child Psychology, 30, 1–17. https://doi.org/10.1023/A:1014292830216">https://doi.org/10.1023/A:1014292830216
Blase, K. A., Fixsen, D. L., Sims, B. J., & Ward, C. S. (2015). Implementation science: Changing hearts, minds, behavior, and systems to improve educational outcomes. Paper presented at the Wing Institute’s Ninth Annual Summit on Evidence-based Education, Berkeley, CA. Retrieved from http://nirn.fpg.unc.edu/resources/implementation-science-changing-hearts-minds-behaviorand-systems-to-improve
Blase, K., Kiser, L., & Van Dyke, M. (2013). The Hexagon Tool: Exploring context. Chapel Hill: National Implementation Research Network, FPG Child Development Institute, University of North Carolina at Chapel Hill.
Bradshaw, C., Koth, C., Bevans, K., Ialongo, N., & Leaf, P. (2008). The impact of school-wide positive behavioral interventions and supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23, 462–473. https://doi.org/10.1037/a0012883">https://doi.org/10.1037/a0012883
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of schoolwide positive behavioral interventions and supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133–148. https://doi.org/10.1177/1098300709334798">https://doi.org/10.1177/1098300709334798
Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school wide positive behavioral interventions and supports with tier 2 coaching to student support teams:
The PBISplus model. Advances in School Mental Health Promotion, 5, 177–193.
Brown, F., Anderson, J., & De Pry, R. (2015). Individual positive behavior supports: A standards based guide to supports in school and community settings. Baltimore: Paul H. Brookes Publishing.
Christensen, L. L., Fraynt, R. J., Neece, C. L., & Baker, B. L. (2012). Bullying adolescents with intellectual disability. Journal of Mental Health Research in Intellectual Disabilities, 5, 49–65. https://doi.org/10.1080/19315864.2011.637660">https://doi.org/10.1080/19315864.2011.637660
Cook, C. R., Williams, K. R., Guerra, N. G., & Kim, T. E. (2010). Variability in the prevalence of bullying and victimization. In S. R. Jimerson, S. M., Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 347–362). New York: Routledge.
Copeland, W. E., Wolke, D., Angold, A., & Costello, E. J. (2013). Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence. Journal of the American Medical Association Psychiatry, 70, 419–426.
Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guilford Press.
Domitrovich, C. E., Bradshaw, C. P., Berg, J. K., Pas, E. T., Becker, K. D., Musci, R., ... Ialongo, N. (2016). How do school-based prevention programs impact teachers? Findings from a randomized trial of an integrated classroom management and social-emotional program. Prevention Science, 17, 325–337. https://doi.org/10.1007/s11121-015-0618-z">https://doi.org/10.1007/s11121-015-0618-z
Elliott, S. N., & Gresham, F. M. (Eds.) (1991). Social skills intervention guide. American Guidance Service, Circle Pines, MN 55401-1796.
Farmer, T. W., Reinke, W. M., & Brooks, D. S. (2014). Managing classrooms and challenging behavior: Theoretical considerations and critical issues. Journal of Emotional and Behavioral Disorders, 22, 67–73. https://doi.org/10.1177/1063426614522693">https://doi.org/10.1177/1063426614522693
Fisher, E., Shortell, S., & Savitz, S. (2016). Implementation science: A potential catalyst for delivery system reform. Journal of the American Medical Association, 315, 339–340. https://doi.org/10.1001/jama.2015.17949">https://doi.org/10.1001/jama.2015.17949
Fixsen, D. L., & Blase, K. A. (2018). The teaching-family model: The first 50 years. Perspectives on Behavior Science, 1–23.
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. Retrieved from http://nirn.fmhi.usf.edu/resources/detail.cfm?resourceid=31
Flannery, K. B., Fenning, P., McGrath Kato, M. M., & McIntosh, K. (2014). Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools. School Psychology Quarterly, 29, 111-124. https://doi.org/10.1037/spq0000039">https://doi.org/10.1037/spq0000039
Garbacz, S. A., McIntosh, K., Vatland, C. H., Minch, D. R., & Eagle, J. W. (2018). Identifying and examining school approaches to family engagement within schoolwide positive behavioral interventions and supports. Journal of Positive Behavioral Interventions, 20, 127-137. https://doi.org/10.1177/1098300717752318">https://doi.org/10.1177/1098300717752318
Graham, S., Parmer, R., Chambers, L., Tourkin, S., & Lyter, D. (2011). Documentation for the 2008–09 Teacher Follow-up Survey (NCES 2011-304). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
Horner, R. H., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, K., Cusumano, D., & Preston, A. (2018). A randomized waitlist controlled analysis of team-initiated problem solving professional development and use. Behavioral Disorders, 43, 444-456. https://doi.org/10.1177/0198742917745638">https://doi.org/10.1177/0198742917745638
Horner, R. H., Sugai, G., & Fixsen, D. L. (2017). Implementing effective educational practices at scales of social importance. Clinical Child and Family Psychology Review, 20, 25–35. https://doi.org/10.1007/s10567-017-0224-7">https://doi.org/10.1007/s10567-017-0224-7
Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J. (2009). A randomized, waitlist-controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133–144. https://doi.org/10.1177/1098300709332067">https://doi.org/10.1177/1098300709332067
Irvin, L., Tobin, T., Sprague, J., Sugai, G., & Vincent, C. (2004). Validity of office discipline referral measures as indices of school-wide behavioral status and effects of school-wide behavioral interventions. Journal of Positive Behavior Interventions, 6, 131-147. https://doi.org/10.1177/10983007040060030201">https://doi.org/10.1177/10983007040060030201
Kelm, J. L., McIntosh, K., & Cooley, S. (2014). Effects of implementing school-wide positive behavioural interventions and supports on problem behaviour and academic achievement in a Canadian elementary school. Canadian Journal of School Psychology, 29, 195–212. https://doi.org/10.1177/0829573514540266">https://doi.org/10.1177/0829573514540266
Kittelman, A., Eliason, B. M., Dickey, C. R., & McIntosh, K. (2018). How are schools using the SWPBIS tiered fidelity inventory (TFI)? OSEP Technical Center on Positive Behavioral Interventions and Support. Retrieved from www.pbis.org
Lassen, S., Steele, M., & Sailor, W. (2006). The relationship of school-wide positive behavior support to academic achievement in an urban middle school. Psychology in Schools, 43, 701–712. https://doi.org/10.1002/pits.20177">https://doi.org/10.1002/pits.20177
Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72, 26–30.
Maggin, D. M., Zurheide, J., Pickett, K. C., & Baillie, S. J. (2015). A systematic evidence review of the check-in/check-out program for reducing student challenging behaviors. Journal of Positive Behavior Interventions, 17, 197–208. https://doi.org/10.1177/1098300715573630">https://doi.org/10.1177/1098300715573630
May, S., Talmadge, N., Todd, A. W., Horner, R. H., McGovern, S., Morris, J.,…Cave, M. (2018). Individual SWIS 6.3.0 b20. Eugene: University of Oregon.
McIntosh, K., Bennett, J. L., & Price, K. (2011). Evaluation of social and academic effects of school wide positive behaviour support in a Canadian school district. Exceptionality Education International, 21, 46–60.
McIntosh, K., & Goodman, S. (Eds.). (2016). Integrated multi-tiered systems of support: Blending RTI and PBIS. New York: The Guilford Press.
McIntosh, K., Massar, M. M., Algozzine, R. F., George, H. P., Horner, R. H., Lewis, T. J., & Swain Bradway, J. (2017). Technical adequacy of the SWPBIS tiered fidelity inventory. Journal of Positive Behavior Interventions, 19, 3–13. https://doi.org/10.1177/1098300716637193">https://doi.org/10.1177/1098300716637193
McIntosh, K., & Turri, M. G. (2014). Positive behavior support: Sustainability and continuous regeneration. In C. R. Reynolds, K. J. Vannest, & E. Fletcher-Janzen (Eds.), Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (pp. 2061–2064). Hoboken: Wiley.
Mercer, S. H., McIntosh, K., & Hoselton, R. (2017). Comparability of fidelity measures for assessing Tier 1 school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions, 19, 195–204. https://doi.org/10.1177/1098300717693384">https://doi.org/10.1177/1098300717693384
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, 448–479.
Monzalve, M., & Horner, R. H. (2015). An examination of classroom management training in K-12 teachers and administrators in the Maule region of Central Chile. International Journal of Positive Behavioural Support, 5, 16–24.
Nelson, J. R., Benner, G. J., Reid, R. C., Epstein, M. H., & Currin, D. (2002). The convergent validity of office discipline referrals with the CBCL-TRF. Journal of Emotional and Behavioral Disorders, 10, 181–188. https://doi.org/10.1177/10634266020100030601">https://doi.org/10.1177/10634266020100030601
Newton, J. S., Algozzine, B., Algozzine, K., Horner, R. H., & Todd, A. W. (2011). Building local capacity for training and coaching data-based problem solving with positive behavior intervention and support teams. Journal of Applied School Psychology, 27, 228–245. https://doi.org/10.1080/15377903.2011.590104">https://doi.org/10.1080/15377903.2011.590104
Reinke, W. M., Stormont, M., Herman, K. C., Wang, Z., Newcomer, L., & King, K. (2014). Use of coaching and behavior support planning for students with disruptive behavior within a universal classroom management program. Journal of Emotional and Behavioral Disorders, 22(2), 74–82. https://doi.org/10.1177/1063426613519820">https://doi.org/10.1177/1063426613519820
Ross, S. W., Endrulat, N. R., & Horner, R. H. (2011). Adult outcomes of school-wide positive behavior support. Journal of Positive Behavioral Interventions, 13, 1–12.
Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42, 747–759. https://doi.org/10.1901/jaba.2009.42-747">https://doi.org/10.1901/jaba.2009.42-747
Rumberger, R. W., & Losen, D. J. (2017). The hidden costs of California’s harsh school discipline: And the localized economic benefits from suspending fewer high school students. Los Angeles: The Center for Civil Rights Remedies at the Civil Rights Project of the University of California at Los Angeles.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351–380.
Simonsen, B., & Myers, D. (2015). Classwide positive behavior interventions and supports. The Guilford Press.
Sprick, R., Booher, M., & Garrison, M. (2009). Behavioral response to intervention: Creating a continuum of problem-solving and support. Eugene: Pacific Northwest Publishing.
Stormont, M., & Reinke, W. M. (2012). Using coaching to improve classroom implementation fidelity within school-wide positive behavior support systems. Beyond Behavior, 21, 11–19.
Sugai, G. (May 2018). Getting Started with PBIS. Presentation delivered at the Northeast PBIS Forum, Mystic, CT.
Sugai, G., Horner, R. H., & Lewis, T. (2015). Behavioral interventions and supports implementation blueprint. Retrieved from www.pbis.org
Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in schools: Strategies and best practices. Pacific Grove: Brooks/Cole.
Walker, H. M., & Gresham, F. M. (Eds.) (2014). Handbook of evidence-based practices for emotional and behavioral disorders: Applications in schools. New York: The Guilford Press.
Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M. H. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 194–209. https://doi.org/10.1177/106342669600400401">https://doi.org/10.1177/106342669600400401
Walker, H. M., Kavanagh, K., Stiller, B., Golly, A., Severson, H., & Feil, E. (1998). First Step to Success. An early intervention approach for preventing school antisocial behavior. Journal of Emotional and Behavioral Disorders, 6, 66–80. https://doi.org/10.1177/106342669800600201">https://doi.org/10.1177/106342669800600201
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright © 2018 Robert H. Horner, Manuel Monzalve Macaya