pbis-evidence

School-wide Positive Behavioral Interventions and Supports (PBIS)

  • PBIS is a systems approach to establish a positive social culture and behavioral supports for all students, aiming to foster both social and academic success.
  • It's not a packaged curriculum but defines core elements achievable through various strategies.
  • Any claim that a practice is "evidence-based" should include:
    • Explicit description of the procedure/practice.
    • Clear definition of settings and implementers.
    • Identification of the target population.
    • Specific expected outcomes.
  • Suggestions have been made for defining evidence-based practices from Quantitative (Gersten et al., 2005), Correlational (Thompson et al., 2005) and Single Subject (Horner et al., 2005) research methods

Core Elements at Each Tier

Tier 1
  • Behavioral Expectations Defined
  • Behavioral Expectations Taught
  • Reward system for appropriate behavior
  • Clearly defined consequences for problem behavior
  • Differentiated instruction for behavior
  • Continuous collection and use of data for decision-making
  • Universal screening for behavior support
Tier 2
  • Progress monitoring for at-risk students
  • System for increasing structure and predictability
  • System for increasing contingent adult feedback
  • System for linking academic and behavioral performance
  • System for increasing home/school communication
  • Collection and use of data for decision-making
  • Basic-level function-based support
Tier 3
  • Functional Behavioral Assessment (full, complex)
  • Team-based comprehensive assessment
  • Linking of academic and behavior supports
  • Individualized intervention based on assessment information, focusing on:
    • Prevention of problem contexts
    • Instruction on functionally equivalent skills and desired performance skills
    • Strategies for placing problem behavior on extinction
    • Strategies for enhancing contingent reward of desired behavior
    • Use of negative or safety consequences if needed
  • Collection and use of data for decision-making
  • Teams, administrators, and behavior specialists provide training, policy support, and organizational support for initial implementation, active application, and sustained use of the core elements (Sugai & Horner, 2010).

Fidelity and Improved Outcomes

  • Rigorous standards for "evidence-based" practices require at least two peer-reviewed randomized controlled trial research studies that document experimental control.
  • This necessitates operational definitions, formal fidelity measures, formal outcome measures, and randomized control trial group research designs.

PBIS Measures Documenting Fidelity

  • Bradshaw, C., Debnam, K., Koth, C., & Leaf, P. (2009). Preliminary validation of the implementation phases inventory for assessing fidelity of school-wide positive behavior supports. Journal of Positive Behavior Interventions, 11 (3), 145-160.
  • Burk, M., Davis, J., Lee, Y., Hagan-Burke, S., Kwok,O. & Sugai, G. (2012). Universal screening for behavioral risk in elementary schools using SWPBIS expectations. Journal of Emotional and Behavioral Disorders, 20(1), 38-54.
  • Childs, K., Kincaid, D., & George, H. (2010). A model for statewide evaluation of a universal positive behavior support initiative. Journal of Positive Behavior Interventions, 12 (4), 195-197.
  • Cohen, R., Kincaid, D., & Childs, K. (2007). Measuring school-wide positive behavior support implementation: Development and validation of the “Benchmarks of Quality. ” Journal of Positive Behavior Interventions, 9(4), 203-213.
  • Horner, R. H., Todd, A., Lewis-Palmer, T., Irvin, L., Sugai, G., & Boland, J. (2004). The school-wide evaluation tool (SET): A research instrument for assessing school- wide positive behavior support. Journal of Positive Behavior Intervention, 6(1), 3-12.
  • Irvin, L.K., Horner, R.H., Ingram, K., Todd, A.W., Sugai, G., Sampson, N., & Boland, J. (2006). Using office discipline referral data for decision-making about student behavior in elementary and middle schools: An empirical investigation of validity. Journal of Positive Behavior Interventions, 8(1), 10-23.
  • Irvin, L.K., Tobin, T., Sprague, J., Sugai, G. and 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.
  • McIntosh, K, Campbell, A., Carter, D., & Zumbo, B., (2009) Concurrent validity of office discipline referrals and cut points used in school-wide positive behavior support. Behavioral Disorders.
  • McIntosh, K., Fisher, E., Kennedy, K., Craft. C., & Morrison, G., (2012). Using office discipline referrals and school exclusion data to assess school discipline. In S. R. Jimerson, A. B. Nickerson, M. J. Mayer, & M. J. Furlong (Eds.), Handbook of school violence and school safety: International research and practice (p. 305–315). Routledge/Taylor & Francis Group.
  • Spaulding, S., Irvin, L., Horner, R., May, S., Emeldi, M., Tobin, T., & Sugai, G. (2010). School-wide Social-Behavioral Climate, Student Problem Behavior, and Related Administrative Decisions: Empirical Patterns from 1,510 Schools Nationwide. Journal of Positive Behavior Intervention, 12, 69-85
  • Stover, A.C., Dunlap, G., & Neff, B. (2008). The effects of a contingency contracting program on the nocturnal enuresis of three children. Research on Social Work Practice, 18, 421-428.
  • Safran, S. P. (2006). Using the Effective Behavior Supports Survey to guide development of school-wide positive behavior support. Journal of Positive Behavior Interventions, 8, 3-9.
  • Tobin, T., Vincent, C., Horner, R., Rossetto Dickey, C. & May, S., (2012). Fidelity measures to improve implementation of positive behavioural support. International Journal of Positive Behavioural Support. 2-2, 12-19.
  • Vincent, C., Spaulding, S., & Tobin, T.J. (2010). A reexamination of the psychometric properties of the School-wide Evaluation Tool (SET). Journal of Positive Behavior Interventions, 12, 161-179.

Tier 1 of PBIS: Randomized Controlled Trials

  • Bradshaw, C., Waasdorp, T., & Leaf P. (2012) Examining the variation in the impact of School-wide Positive Behavioral Interventions and Supports. Pediatrics, 10 (5), 1136-1145.
  • Bradshaw, C., Koth, C., Thornton, L., & Leaf, P. (2009). Altering school climate through School-wide Positive Behavioral Interventions and Supports: Findings from a Group-Randomized Effectiveness Trial. Prevention Science, 10, 100-115.
  • 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 (4), 462-473.
  • Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide 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.
  • Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M., & Leaf,P. (2012). Integrating schoolwide Positive Behavioral Interventions and Supports with tier 2 coaching to student support teams: The PBISplus Model. Advances in School Mental Health Promotion, 5(3),177-193. doi:10.1080/1754730x.2012.707429.
  • Bradshaw, C., Reinke, W., Brown, L., Bevans, K., & Leaf, P. (2008). Implementation of school-wide positive behavioral interventions and supports (PBIS) in elementary schools: Observations from a randomized trial. Education and Treatment of Children, 31, 1-26.
  • Benner, G., Nelson, J.R., Sanders, E., & Ralston, N. (2012). Behavior intervention for students with externalizing behavior problems: Primary- level standard protocol. Exceptional Children, 78(2), 181-198.
  • Horner, R., Sugai, G., Smolkowski, K., Todd, A., Nakasato, J., & Esperanza, J. (2009). A Randomized Control Trial of School-wide Positive Behavior Support in Elementary Schools. Journal of Positive Behavior Interventions, 11 (3), 113-144.
  • Ross, S., Romer, N., & Horner, R.H., (2012). Teacher well-being and the implementation of school-wide positive behavior interventions and supports. Journal of Positive Behavior Interventions 14(2) 118-128.
  • Richter, M., Lewis, T., & Hagar, J. (2012). The relationship between principal leadership skills and school-wide positive behavior support: An Exploratory Study. Journal of Positive Behavior Interventions 14 (2) 69-77.
  • Sprague, J. R., Biglan, A., Rusby, J. C., Gau, J. M., & Vincent, C. G. (2017). Implementing school wide PBIS in middle schools: Results of a randomized trial. Journal of Health Science & Education, 1(2), 1-10.
  • Sprague, J. R., Walker, H., Golly, A., White, K., Myers, D. R., & Shannon, T. (2002). Translating research into effective practice: The effects of a universal staff and student intervention on key indicators of school safety and discipline. Education and Treatment of Children, 24(4), 495-511.
  • Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of School- wide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 166(2):149-156.

Tier 1 of PBIS: Synthesis of School-wide PBIS from Mental Health Institute

  • Kutash, K., Duchnowski, A., & Lynn, N. (2006). School-based Mental Health: An Empirical Guild for Decision-makers. The Research and Training Center for Children’s Mental Health, Florida Mental Health Institute, University of South Florida.

Tier 1 of PBIS: Evaluation and Quasi-Experimental Studies

  • Barrett, S., Bradshaw, C., & Lewis-Palmer, T. (2008). Maryland state-wide PBIS initiative. Journal of Positive Behavior Interventions, 10, 105-114.
  • Benedict, E., Horner, R.H., & Squires, J. (2007). Assessment and implementation of Positive Behavior Support in preschools. Topics in Early Childhood Special Education, 27(3), 174-192.
  • Biglan, A. (1995). Translating what we know about the context of antisocial behavior in to a lower prevalence of such behavior. Journal of Applied Behavior Analysis, 28, 479-492.
  • Blonigen, B., Harbaugh, W., Singell, L., Horner, R.H., Irvin, L., & Smolkowski, K. (2008). Application of economic analysis to school-wide positive behavior support programs. Journal of Positive Behavior Interventions.
  • Bohanon, H., Fenning, P., Carney, K., Minnis, M., Anderson-Harriss, S., Moroz, K., Hicks, K., Kasper, B., Culos, C., Sailor, W., & Piggott, T. (2006). School-wide application of positive behavior support in an urban high school: A case study. Journal of Positive Behavior Interventions, 8(3), 131-145.
  • Boneshefski, M., & Runge, T., (2014). Addressing disproportionate discipline practices within a school-wide positive behavioral interventions and supports framework: A practical guide for calculating and using disproportionality rates. Journal of Positive Behavior Interventions 16 (3) 149-158.
  • Burke, M., Davis, J., Hagan-Burke, S., Lee Y, Fogarty, M. (2014). Using SWPBS expectations as a screening tool to predict behavioral risk in middle school. Journal of Positive Behavior Interventions 16(1) 5-17.
  • Chaparro, E., Smolkowski, K., Baker, S., Hanson, N., & Ryan-Jackson, K. (2012) A model for system-wide collaboration to support integrated social behavioral and literacy evidence-based practices. Psychology in the Schools, 49(5), 465-482.
  • Chaparro, E., Ryan Jackson, K., Baker, S. & Smolkowski, K., (2012) Effective behavioural and instructional support systems: An integrated approach to behaviour and academic support at the district level, Advances in School Mental Health Promotion, 5:3, 161-176.
  • Chapman, D., & Hofweber, C. (2000). Effective behavior support in British Columbia. Journal of Positive Behavior Interventions, 2 (4), 235-237.
  • Chitiyo, M., May, M., & Chitiyo, G., (2012). An assessment of the evidence-base for school-wide positive behavior support. Education and Treatment of Children, 35(1) 1-24.
  • Coffey, J., & Horner, R., (2012). The sustainability of schoolwide positive behavior interventions and supports. Exceptional Children, 78 (4) 407-422.
  • Colvin, G., & Fernandez, E. (2000). Sustaining Effective Behavior Support Systems in an Elementary School. Journal of Positive Behavior Interventions, 2(4), 251-253.
  • Curtis, R., Van Horne, J., Robertson, P., & Karvonen, M. (2010). Outcomes of a school- wide positive behavior support program. Professional School Counseling 13:3 159-164.
  • De Pry, R. L., & Sugai, G. (2002). The effect of active supervision and precorrection on minor behavioral incidents in a sixth grade general education classroom. Journal of Behavioral Education, 11, 255-267.
  • Doolittle, J., & Horner R., (2007). Sustaining school-wide positive behavior support. Manuscript in preparation.
  • Duda, M.A., Dunlap, G., Fox, L., Lentini, R., & Clarke, S. (2004). An experimental evaluation of positive behavior support in a community preschool program. Topics in Early Childhood Special Education, 24(3), 143-155.
  • Farkas, M., Simonson, B., Migdole, S., Donovan, M., Clemens, K., Cicchese, V. (2012) Schoolwide positive behavior support in an alternative school setting: An evaluation of fidelity, outcomes and social validity of Tier I implementation. Journal of Emotional and Behavioral Disorders, 20 (4), 275-288.
  • Fanning, P., Theodos, J., Benner, C., & Bohanon-Edmonson, H. (2004). Integrating proactive discipline practices into codes of conduct. Journal of School Violence, 3(1), 45-61.
  • Galloway, R., Panyan, M., Smith, C. & Wessendorf, S. (2008) Systems change with school-wide positive behavior supports: Iowa’s work in progress. Journal of Positive Behavior Interventions, 10(2), 129-135.
  • George, H., & Kincaid, D. (2008). Building district-level capacity for positive behavior support. Journal of Positive Behavior Interventions, 10(1), 20-32.
  • Hirsch, E. J., Lewis-Palmer, T., Sugai, G., & Schnacker, L. (2004). Using school bus discipline referral data in decision making: Two case studies.
  • Horner, R.H., Sugai, G., Todd, A.W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.) Individualized supports for students with problem behaviors: Designing positive behavior plans. (pp. 359-390) New York: Guilford Press.
  • Irwin D., & Algozzine, R. (2005) North Carolina Positive Behavior Supports Evaluation Report. Unpublished evaluation report.
  • Knoff, H. (2000). Organizational development and strategic planning for the millennium: A blueprint toward effective school discipline, school safety, and crisis prevention. Psychology in the Schools, 37, 17-32.
  • 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(6), 701-712.
  • Lewis, T. J., Colvin, G., & Sugai, G. (2000). The effects of precorrection and active supervision on the recess behavior of elementary school students. Education and Treatment of Children, 23, 109-121.
  • Lewis, T., Hudson, S., Richter, M., & Johnson, N. (2004). Scientifically supported practices in EBS: A proposed approach and brief review of current practices. Behavior Disorders, 29, 247-259.
  • Lewis, T. J., Powers, L. J., Kelk, M. J., & Newcomer, L. (2002). Reducing problem behaviors on the playground: An investigation of the application of school-wide positive behavior supports. Psychology in the Schools, 39, 181-190.
  • Lohrmann-O’Rourke, S., Knoster, T., Sabatine, K., Smith, D., Horvath, G., & Llewellyn, G. (2000). School-wide Application of PBS in the Bangor Area School District. Journal of Positive Behavior Interventions, 2(4), 238-240.
  • Luiselli, J. K, Putnam, R. F, Handler, M. W, & Feinberg, A. B. (2005). Whole- School Positive Behaviour Support: Effects on student discipline problems and academic performance. Educational Psychology, 25(2- 3), 183-198.
  • Luiselli, J. Putnam, R., & Sunderland M. (2002). Longitudinal evaluation of behavior support interventions in public middle school. Journal of Positive Behavior Interventions, 4 (3), 182-188.
  • Marin, A., Filce, H. (2013). The relationship between implementation of School-wide Positive Behavior Intervention and Supports and Performance on State Accountability Measures. Sage Open, (3) 1-10. DOI: 10.1177/2158244013503831
  • Mathews, S., McIntosh, K., Frank, J., & May, S., (2014). Critical features predicting sustained implementation of school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions 16(3) 168-178.
  • Mayer, G. R., Butterworth, T., Nafpaktitis, M., & Suzer-Azaroff, B. (1983). Preventing school vandalism and improving discipline: A three year study. Journal of Applied Behavior Analysis, 16, 355-369.
  • 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.
  • McCrary, D., Lechtenberger, D., & Wand, E. (2012). The effect of schoolwide positive behavioral supports on children in impoverished rural community schools. Preventing School Failure, 56 (1) 1-7.
  • McIntosh, K., Flannery, K. B., Sugai, G., Braun, D., & Cochrane, K. L. (2008). Relationships between academics and problem behavior in the transition from middle school to high school. Journal of Positive Behavior Interventions, 10(4), 243-255.
  • McIntosh, K., Horner, R.H., Chard, D., Boland, J., & Good, R. (2006). The use of reading and behavior screening measures to predict non-response to school-wide positive behavior support: A longitudinal analysis. School Psychology Review, 35, 275-291.
  • McIntosh, K., Mercer, S., Hume, A., Frank, F., Turri, M., and Mathews, S., (2013). Factors relate to sustained implementation of schoolwide positive behavior support. Exceptional Children, 79 (3) 293-311.
  • McIntosh, K., predy, L., Upreti, G., Hume, A., Turri, M., Mathews, S. (2014) Perceptions of contextual features related to implementation and sustainability of school-wide Positive Behavior Support. Journal of Positive Behavior Interventions, 16(1), 31- 43.
  • McIntosh, K., Sadler, C., & Brown, J. A. (2012). Kindergarten reading skill level and change in as risk factors for chronic problem behavior. Journal of Positive Behavior Interventions 14 (1) 17-28.
  • Muscott, H., & Mann, E. & LeBrun (2008). Positive behavioral interventions and supports in New Hampshire: Effects of large-scale implementation of schoolwide positive behavior support on student discipline and academic achievement. Journal of Positive Behavior Interventions, 10(3), 190-205.
  • Nakasato, J. (2000). Data-based Decision-making in Hawaii’s Behavior Support Effort. Journal of Positive Behavior Interventions, 2(4), 247-250.
  • Nelson, J. R. (1996). Designing schools to meet the needs of students who exhibit disruptive behavior. Journal of Emotional and Behavioral Disorders, 4, 147-161.
  • Nelson, J. R., Colvin, G., & Smith, D. J. (1996). The effects of setting clear standards on students’ social behavior in common areas of the school. The Journal of At-Risk Issues, Summer/Fall, 10-17.
  • Nelson, J.R., Hurley, K., Snyhorst. L., Epstein, M., Stage, S., & Buckley, J. (2009). The child outcomes of a behavior model. Exceptional Children, 76, 7-30.
  • Nelson, J.R., Martella, R., & Marchand-Martella, N. (2002). Maximizing student learning: The effects of a comprehensive school-based program for preventing problem behaviors. Journal of Emotional and Behavioral Disorders, 10, 136-148.
  • Solomon, B., Klein, S., Hintze, J., Cressey, J., & Peller, S. (2012). A meta-analysis of school-wide positive behavior support: An exploratory study using single- case synthesis. Psychology in the Schools. 49(2), 105-121.
  • Sprague, J. R., Walker, H., Golly, A., White, K., Myers, D. R., & Shannon, T. (2002). Translating research into effective practice: The effects of a universal staff and student intervention on key indicators of school safety and discipline. Education and Treatment of Children, 24(4), 495-511.
  • Morrissey, K., Bohanon, H., & Fenning, P. (2010). Teaching and acknowledging expected behaviors in an urban high school. Teaching Exceptional Children, May/June 27-35.
  • Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62.
  • Nelson, J. R., Martella, R., & Galand, B. (1998). The effects of teaching school expectations and establishing a consistent consequence on formal office disciplinary actions. Journal of Emotional and Behavioral Disorders, 6, 153-161.
  • Nersesian, M., Todd, A., Lehmann, J., & Watson, J. (2000). School-wide Behavior Support Through District-Level System Change. Journal of Positive Behavior Interventions, 2 (4), 244-246.
  • Pas, E., & Bradshaw, C.P., (2012). Examining the association between implementation and outcomes. Journal of Behavioral Health Services & Research, 39(4), 417- 433.
  • Pas, E., Bradshaw, C.P., & Mitchell, M. M. (2011). Examining the validity of office discipline referrals as an indicator of student behavior problems. Pychology in the Schools, 48(6), 541-555.
  • Putnam, R. F., Handler, M. W., Ramirez-Platt, C. M., & Luiselli, J. K. (2003). Improving student bus-riding behavior through a whole-school intervention. Journal of Applied Behavior Analysis, 36, 583-589.
  • Putnam, R.F., Luiselli, J.K., Handler, M.W., & Jefferson G.L. (2003). Evaluating student discipline practices in a public school through behavioral assessment of office referrals. Behavior Modification, 27, 505-523.
  • Putnam, R.F., Luiselli, J.K. & Sunderland, M. (2002). Longitudinal evaluation of behavior support intervention in a public middle school. Journal of Positive Behavior Interventions, 4, 182-188.
  • Sadler, C. (2000). Effective Behavior Support Implementation at the District Level: Tigard-Tualatin School District. Journal of Positive Behavior Interventions, 2(4), 241-243.
  • Safran, S. P. & Oswald, K. (2003). Positive behavior supports: Can schools reshape disciplinary practices? Exceptional Children, 69, 361-373.
  • Skiba, R. J., Peterson, R. L., & Williams, T. (1997). Office referrals and suspensions: Disciplinary intervention in middle schools. Education and Treatment of Children, 20, 295-315.
  • Simonson, B., Britton, L., & Young D. (2010). School-wide positive behavior support in an alternative school setting: A case study. Journal of Positive Behavior Interventions, 12, 180-191.
  • Simonson, B., Eber, L., Black, A., Sugai G., Lewandowski, H., Sims, B., & Myers, D. (2012). Illinois statewide positive behavioral interventions and supports: Evolution and impact on student outcomes across years. Journal of Positive Behavior Interventions 14(1) 5-16.
  • Stewart, R.M., Benner, G.J., Martella, R.C., Marchand-Martella, N.E. (2007). Three-tier models of reading and behavior: A research review. Journal of Positive Behavior Interventions 9, 239-253.
  • Sulzer-Azaroff, B., & Mayer, G. R. (1994). Achieving educational excellence: Behavior analysis for achieving classroom and schoolwide behavior change. San Marcos, CA: Western Image.
  • Taylor-Greene & Kartub, D. (2000). Durable implementation of School-wide Behavior Support: The High Five Program. Journal of Positive Behavior Interventions, 2(4), 231-232.
  • Taylor-Greene, S., Brown, D., Nelson, L., Longton, J., Gassman, Cohen, J., Swartz, J., Horner, R. H., Sugai, G., & Hall, S. (1997). School-wide behavioral support: Starting the year off right. Journal of Behavioral Education, 7, 99-112.

Tier 1 of PBIS: Bully Prevention within PBIS

  • Nese, R., Horner, R., Rossetto Dickey, C., Stiller, B., & Tomlanovich, A. (2014). Decreasing bullying behaviors in middle school: Expect Respect. School Psychology Quarterly, 29, (3) 272-286.
  • Ross, S., & Horner, R. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42, 747-759. Doi: 10.1901/jaba.2009.42-747
  • Ross, S., & Horner, R., (2014). Bully prevention in positive behavior support: Preliminary evaluation of third-, fourth-, and fifth-grade attitudes toward bullying. Journal of Emotional and Behavioral Disorders, 22(4) 225-236.
  • Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156.

Tier 2 of PBIS: Randomized Controlled Trials

  • Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2015). Examining variation in the impact of school-wide positive behavioral interventions and supports: Findings from a randomized controlled effectiveness trial. Journal of Educational Psychology, 107(2), 546-557. https://doi.org/10.1037/a0037630
  • Cheney, D., Stage, S. Hawken, L., Lynass, L., Mielenz, C., Waugh, M. (2009). A 2-year outcome study of the check, connect, and expect intervention for students at risk for severe behavior problems. Journal of Emotional and Behavioral Disorders. 17, 226-243.
  • Walker, H., Seeley, J., Small, J., Severson, H., Graham, B., Feil, E., Serna, L., Golly A., Forness, S. (2009). A randomized controlled trial of the first step to success early intervention: Demonstration of program efficacy outcomes in a diverse, urban school district. Journal of Emotional and Behavioral Disorders. 17, 197-212.

Tier 2 of PBIS: Literature Reviews

  • Bruhn, A., Lane, K., & Hirsch, S., (2014). A review of Tier 2 interventions conducted within multitiered models of behavioral prevention. Journal of Emotional and Behavioral Disorders 22(3) 171-189 .
  • Mitchell, B. S., Stormont, M., & Gage, N. A. (2011). Tier two interventions implemented within the context of a tiered prevention framework. Behavioral Disorders, 36(4), 241-261.
  • Lehr, C. A., Hansen, A., Sinclair, M. F., & Christenson, S. L. (2003). Moving beyond dropout towards school completion: An integrative review of data- based interventions. School Psychology Review, 32(3), 342-364.
  • Hawken, L. S., Bundock, K., Kladis, K., O'Keeffe, B., & Barrett, C. A. (2014). Systematic review of the check-in, check-out intervention for students at risk for emotional and behavioral disorders. Education and Treatment of Children, 37(4), 635-658.
  • 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, 1098300715573630.
  • Mitchell, B. S., Adamson, R., & McKenna, J. W. (2017). Curbing our enthusiasm: An analysis of the check-in/check-out literature using the council for exceptional children’s evidence-based practice standards. Behavior modification, 41(3), 343-367.
  • Wolfe, K., Pyle, D., Charlton, C. T., Sabey, C. V., Lund, E. M., & Ross, S. W. (2016). A systematic review of the empirical support for check-in check- out. Journal of Positive Behavior Interventions, 18(2), 74-88.

Tier 2 of PBIS: Materials & Interventions

  • Chafouleas, S.M., Christ, T.J., Riley-Tillman, T.C., Briesch, A.M., & Chanese, J.