Positive Supports for Behavior and Discipline Resource Database

This series covers a variety of topics related to implementing coaching to improve early childhood practitioners use of evidence-based practices.

This practice brief describes how we (a) develop habits of effective classroom practice and (b) expand effective habits in our schools, districts, and states.

This self-paced module offers a broad overview of how diversity (i.e., culture, language, exceptionality, and socioeconomic status) affects learning and how teachers can better meet the needs of all their students in their classes.

This CPIR resource page spotlights high-quality resources useful to Parent Centers and other groups working within diverse communities (e.g., Hispanic, African-American, Native American, the foreign-born, or otherwise underserved, multicultural, or minority).

This issue of CPIR's newsletter begins by connecting subscribers with a Glossary of Cultural Terms. It also announces the launching of the first two tiers of learning in CPIR's  Native American Resource Collection (Native Culture and Background, and Outreach to Native Communities) and the webinar CPIR conducted about the resource collection.

This self-paced module helps teachers understand second language acquisition, the importance of academic English, and instructional practices that will enhance learning for English Learners.

NCII, through a collaboration with the University of Connecticut and the National Center on Leadership in Intensive Intervention and with support from the CEEDAR Center and PBIS Center, developed course content focused on enhancing educators’ skills in behavior support for intensive intervention. The course includes eight modules that can support faculty and professional development providers with instructing pre-service and in-service educators’ knowledge of behavioral theory and skills in designing and delivering effective behavioral supports for students with intensive needs. 

Positive and consistent behavioral supports are needed by all students and, for some students, are absolutely vital to support meaningful engagement in academics. Distance learning situations are no different in this regard. An initial task before educators is identifying and transferring the knowledge of things that work in school to the new reality that exists for families at home. Collaboration and communication are key.  Also key are deliberately defining what those supports have been historically, and what they should be within the new context and activities so that families can best support their children with the most success. By intentionally identifying and consistently providing these supports, students with significant cognitive disabilities will be more able to participate and engage the same as their peers within the current distance learning reality.

This manual provides a valuable resource that is full of tips and guidance for coaches as they implement practitioner coaching with classroom teachers related to the implementation social, emotional, and behavioral teaching practices with young children.

Students with disabilities are more likely to experience exclusionary and reactive discipline practices than students without disabilities. Fortunately, when educators implement positive, proactive, and evidence-based practices within a Positive Behavioral Interventions and Supports (PBIS) framework, students with disabilities benefit. In this practice brief, we describe the “top ten” intervention strategies effective educators implement to support all students, including students with disabilities, in their classroom.

This multi-part module applies behavioral theory to strategy to use in the classroom. The focus is on antecedents and instructional strategies. By the end of this module participants should be able to maximize structure in the classroom, post, teach, prompt, review, monitor and reinforce a small number of positively stated expectations, and actively engage students in observable ways. This module is part of a larger series of course content designed to support faculty and professional development providers with designing and instructing pre-service and in-service educators who are developing and/or refining their implementation of  behavior support for intensive intervention.

This evaluation brief (a) describes methods of a systematic review of state policy and legislation on R/S, (b) summarizes how R/S is addressed in state policy and legislation, (c) discusses the extent to which policy and legislation emphasizes alternatives to R/S, and (d) based on this review, provides considerations for preventing or reducing R/S, such as organizing a continuum of evidence-based prevention practices within a positive behavioral interventions and supports (PBIS) framework to address the use of R/S.

This self-paced module overviews important key concepts and foundational practices related to effective classroom behavior management, including cultural influences on behavior, the creation of positive climates and structured classrooms.

This document describes 15 principles for States, school districts, schools, parents, and other stakeholders to consider when developing or revising policies and procedures on the use of restraint and seclusion. These principles focus on positive and proactive approaches, such as those described in the resources below, that promote positive expectations for all students, support growth in social and emotional skills, provide timely and specific feedback to students on behaviors, and reinforce behavioral accomplishments.

Bullying, agression, non-compliance and other concerning behaviors present educators with significant, immediate challenges in supporting students. Rather than waiting for these behaviors to occur and reacting, educators are encouraged to adopt positive and proactive practices to support students and prevent these behaviors from occurring.