An Exploration of the Relationship between PBIS and Discipline Outcomes for Students With Disabilities

To support all students, including students with disabilities, many schools have adopted a positive behavioral interventions and supports (PBIS) framework. Although rigorous research documents the beneficial effects of Tier 1 PBIS for all students and emerging research extends these findings to students with disabilities, there has not been a national study focused on PBIS and discipline outcomes for students with disabilities. In this exploratory study, we combine existing national data sets to explore the relationship between (a) known PBIS exposure (i.e., being in the PBIS data set) and fidelity (i.e., meeting the criterion on an established fidelity measure of Tier 1 PBIS) and (b) exclusionary discipline for students with disabilities. Using two-part path analysis, we document that PBIS may be associated with decreased use of suspension; however, findings are less consistent for other discipline outcomes. This study highlights the critical need for more accurate data on discipline outcomes and further research on effective intervention.

Expert Perspectives on the Inclusion of Students With Significant Disabilities in Schoolwide Positive Behavioral Interventions and Supports

Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) is a framework intended to benefit all students in a school. However, recent research suggests that students with significant disabilities may not fully participate in SWPBIS. Given the complex reasons for varied involvement in SWPBIS (e.g., student educational placement), the purpose of this study was to investigate expert perspectives on the extent to which students with significant disabilities should be included in SWPBIS. Overall, experts agreed students with significant disabilities should be included in all tiers of SWPBIS, receive instruction in schoolwide rules and expectations, and have the opportunity to participate in schoolwide reward systems. Experts shared differing perspectives on the ways behavior violations of students with significant disabilities should be documented.

Multitiered Systems of Supports, Response to Intervention, and Positive Behavioral Interventions and Supports

This chapter covers the Response to Intervention framework, Positive Behavioral Interventions and Supports, and multitiered systems of supports (MTSS). The Response to Intervention framework is a central step in implementing a successful MTSS framework. MTSS delivers school-based supports across three tiers: tier 1 (universal), tier 2 (targeted), and tier 3 (individualized). The MTSS framework is a resource that enables schools to use data not only to identify students at risk for poor learning outcomes but also to monitor student progress and deliver evidence-based interventions. The chapter provides examples of ways social workers can maximize the utility of these models and school teams to improve student outcomes.

Psychometric Properties of a Norwegian Version of the Social Emotional Assets and Resilience Scales–Child–Short Form

Norwegian schools are obliged to develop students’ social competences. Programs used are School-Wide Positive Behavioral Interventions and Supports (PBIS) or classroom-based aimed to teach students social-emotional ( Social and Emotional Learning [SEL]) skills in a broad sense. Some rating scales have been used to assess the effect of SEL programs on SEL skills. We explored the Norwegian version of the 12-item Social Emotional Assets and Resilience Scales–Child–Short Form (SEARS-C-SF). An exploratory factor analysis (EFA) was performed, proposing a one-factor solution which was confirmed by a confirmatory factor analysis (CFA). The scale reliability of .84 (λ2), means and standard deviations, as well as Tier levels were compared with the original short form. Finally, concurrent, discriminant, and convergent validity with different Strengths and Difficulties Questionnaire (SDQ) subscales were shown.

Examining Teaming and Tier 2 and 3 Practices Within a PBIS Framework

One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully adopt and sustain implementation of multi-tiered systems of behavior support. However, more research is currently needed to better understand the various teaming configurations, structures, and practices commonly used by PBIS teams in typical schools, particularly at advanced tiers. For the current study, members of school and district PBIS teams representing 718 schools were surveyed to better understand (a) teaming configurations and practices currently being used in schools implementing PBIS and (b) common interventions that PBIS teams report implementing at Tiers 2 and 3. Survey findings are discussed, along with implications of those results for future research and practice in applied settings.

Benchmarks of Equality? School-Wide Positive Behavioral Interventions and Supports and the Discipline Gap

In U.S. schools, Black and Latinx youth receive disciplinary action at rates greater than their White peers. In the context of systemic racism in the United States, proposed systemic solutions such as school-wide positive behavioral interventions and supports (SWPBIS) should be evaluated for their effectiveness in producing more equitable school discipline. In light of mixed evidence for a SWPBIS–equity relationship, this study examined the merits of five SWPBIS elements demonstrating promise in the literature or underexamined potential for reducing discipline rates and disparities for Black and Latinx students in a sample of 322 SWPBIS-implementing schools serving a total of 292,490 students (19% Black, 28% Latinx) in a southeastern state. Multiple linear regression results indicated that higher fidelity to SWPBIS Classroom Systems was related to lower discipline risk for all students, including Black and Latinx students, but not more equitable discipline practices. Higher fidelity to SWPBIS Expectations was related to higher suspension risk among Black students, whereas higher levels of Recognition were related to more equitable suspension practices. No significant relationships were observed between Lessons and Data Analysis and disciplinary rates or equity. Implications for the research and practice of SWPBIS are discussed in the context of promoting more equitable and socially just discipline practices.

Hidden in Plain Sight: The Silent Voices of America’s Third-Class Citizens

When compared to their peers, African American students fare poorly in the following three areas: attendance, student achievement, and disciplinary sanctions (Davis & Jordan, 1994; Fenning & Rose, 2007; Ford & Moore, 2013). California schools have committed to closing the achievement gap by making efforts to eliminate exclusionary practices hindering student access to socially relevant pedagogy; however, an examination of indicators of student success for young Black girls is needed to ascertain the effectiveness of PBIS (Positive Behavior Interventions and Supports) policies and practices (Robinett, 2012). Black girls are impacted socially and academically by the absence of disciplinary practices designed to bridge the achievement gap for all students, the failure of teachers to pedagogically connect with struggling populations, and the existing educator biases indicating a failure to socially connect with disenfranchised populations (Bradshaw et al., 2009). The deficiencies amongst educators have left young Black girls hidden in plain sight. This study seeks to determine if and how Positive Behavioral Interventions and Supports (PBIS) affects Black girls.

Proactively Pivot: Guidance on Adapting the PBIS Framework in Response to Crises to Support Students With Disabilities

Schools that employ evidence-based multi-tiered system of supports (MTSS) frameworks, like Positive Behavioral Interventions and Supports (PBIS), invest in core system, data, and practice features to support students, families, and educators. A strong framework enables settings to enhance and adjust their implementation to meet the needs of all students, including students with disabilities, in a range of contexts. Importantly, as schools pivoted among remote, hybrid, and in-person learning modes throughout 2020 and 2021, effective leadership teams used their PBIS framework to successfully navigate these transitions. Based on lessons learned during this period, we present three key recommendations to adapt implementation in response to crises: (1) leverage existing systems, (2) use data to guide decision-making, and (3) pivot practices. To illustrate these recommendations, we describe PBIS implementation in an alternative setting supporting students with disabilities and share examples of how educators used the PBIS framework to meet the challenges presented by new contexts.