Positive Supports for Behavior and Discipline Resource Database

This series of behavioral strategies are intended to support teachers working with students with primary academic deficits and challenging behaviors. Each strategy incorporates key terminology, an overview of the purpose, and all associated materials. The strategies also integrate approaches for intensification for students with more challenging behaviors. Although teachers supporting students with the most challenging behaviors may be able to implement some of these strategies, these students will likely need support through a more comprehensive behavioral plan. The materials are organized around three overarching areas: antecedent modification, self-management, and reinforcement strategies.

The National Center on Intensive Intervention publishes this chart to assist educators and families in becoming informed consumers who can select behavioral interventions that best meet their individual needs. The Center's Technical Review Committee (TRC) on Behavioral Intervention independently established a set of criteria for evaluating the scientific rigor of studies demonstrating the efficacy of behavioral intervention programs. The TRC rated each submitted study against these criteria but did not compare it to other studies on the chart. The presence of a particular program on the chart does not constitute endorsement and should not be viewed as a recommendation from either the TRC on Behavior Intervention or the National Center on Intensive Intervention.

Effective instruction can be a protective factor for student wellness, mitigating competing risk factors. In this brief, we highlight key considerations and resources for educators to (a) create an effective context for learning, (b) emphasize appropriate content, and (c) use data-driven instructional practices to increase the likelihood that all students experience academic, social, emotional, and behavioral benefit.

This resource collection provides early childhood educators and administrators with practical strategies and materials to guide young children's social, emotional, and behavioral skill development.

Getting along with others, paying attention, following directions, making responsible decisions, and managing emotions are challenges for many students who require intensive intervention, and may be linked to difficulties with executive functioning, communication, behavior, and academic learning. In this webinar, presenters Mara Schanfield and Zach Weingarten shared an overview of how social emotional learning (SEL) relates to intensive intervention and offer sample strategies and resources for building social and emotional competencies for students in need of intensive learning, social, emotional, or behavioral supports.

On the Parent Center eLearning Hub, there are 3 capacity-building self-paced modules created by CITES for CPIR and for Parent Center staff. Reserved for Parent Center staff only, not available to the public, the modules are: an overview of technology for students with disabilities; considering technology in the UDL framework and; the accessible educational materials decision-making process.

This 2022 issue of CPIR’s enewsletter spotlights data basics for families (Education Data 101, also available in Spanish), a new resource from the Data Quality Campaign (Parents Are Getting Access to Student Data, But How Can We Support Them to Use It?), and a recent CPIR webinar (Sharing Info about State Assessments with Families of Children with Disabilities) presented in both English and Spanish.

In this brief, we describe experiences of three school districts in various U.S. geographic regions as they installed screening tools as part of their screening processes. Education leaders have generously shared their advice for practitioners throughout the nation. We share five lessons learned from district leaders, including some selected quotes (see boxes). Leaders’ insights may be helpful for educators already involved in systematic screening as well as those who are newer to the process.

The National Center on Intensive Intervention publishes this chart to assist educators and families in becoming informed consumers who can select progress monitoring tools that best meet their individual needs. The Center's Technical Review Committee (TRC) on Behavior Progress Monitoring independently established a set of criteria for evaluating the technical adequacy of progress monitoring tools. The TRC rated each submitted tool against these criteria but did not compare it to other tools on the chart. The presence of a particular tool on the chart does not constitute endorsement and should not be viewed as a recommendation from either the TRC on Progress Monitoring or the National Center on Intensive Intervention.

This webinar challenges current thinking about how to set appropriately ambitious and measurable behavioral goals in light of the 2017 Endrew F. v. Douglas County School District decision by the United States Supreme Court. In this webinar, presenters share how to set ambitious behavioral goals for students by using a valid, reliable progress monitoring measure, and how to write measurable and realistic goals focused on the replacement behavior. This webinar is a companion to the Strategies for Setting Data-Driven Behavioral Individualized Education Program Goals Guide.

The guides are based on a 5-point multicomponent intervention described. This guide addresses use of data.

To support educators who are returning to in-person instruction this school year, The TIES Center is refreshing selected articles from the Distance Learning (DL) series. Refreshed articles will be identified as Pivot to In-Person Instruction (PI) articles. This article is an exception, in that it is a new addition, with a specific focus on supporting behavior at this unique time.

An 18-part CPIR article that takes a not-so-brief look at how student placement can be affected by disciplinary actions at school.

Disproportionality in exclusionary school discipline is a longstanding challenge in general and special education. To reduce disproportionality in discipline in a way that produces measurable results, federal law provides a mechanism referred to as Coordinated Early Intervening Services (CEIS). Whether a school district has been cited for significant disproportionality, is out of compliance, or is voluntarily directing funds to reducing disproportionality in discipline, this brief provides background on CEIS and outlines best practices for how state, district, and building administrators can invest these funds most effectively to achieve equity in school discipline.

This self-paced module offers an overview of young children who are dual language learners. Further, it highlights the importance of maintaining children and families’ home language at the same time they are learning a new or second language, discusses considerations for screening and assessing these children, and identifies strategies for supporting them in inclusive preschool classrooms.