Positive Supports for Behavior and Discipline Resource Database

The purpose of this training is to gain foundational knowledge of how all behavior serves a purpose or function. This foundational knowledge is core to understanding behavior, supporting students with challenging behavior, and diagnosing the function of behavior and developing effective behavioral interventions. This module introduces function of behavior and provides suggestions for how you can use this understanding within the context of a data-based individualization (DBI) process. While this module briefly mentions the role of a Functional Behavioral Assessment (FBA), this is not the focus of this module. This module builds on content covered in the Behavior Basics: Understanding Principles of Behavior module. While this module provides a brief review of behavior basics, we recommend ensuring participants have a complete understanding of behavior basics, prior to engaging with this presentation.

A CPIR resource collection in 5 parts, this one addressing the question, "What does it mean to be a trauma-informed school?". This stand-alone webpage: includes information for educators about creating a trauma-informed classroom for their students; shares tools and training resources for schools to use in professional development; and ends with a sampling of self-assessment instruments for organizations, especially schools.

This CPIR brief expands upon OSEP’s Dear Colleague Letter on the Use of School Resource Officers (SROs) in Schools, released September 8, 2016. Includes a listing of resources that schools can turn to and the data available to guide the use of SROs.

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.

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.

Initiating, expanding, and sustaining PBIS at the school level requires systemic support from the district, state, or region. Organizing across multiple schools improves efficiency in resources, implementation efforts, and organizational management. PBIS at the district and state level provides a supportive context for implementation at the local level.

The SISEP website helps state and local leaders to support implementation of evidence-based practices and spread of those practices to schools and districts that can use them.

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.

Use this website to find restorative justice resources, including an implementation guide and relevant research.

This fact sheet describes approaches to create effective, evidence-based school discipline policies that focus on responsive rather than punishment-based discipline practices. It includes steps and resources to help school administrators and leaders examine why certain discipline policies exist. It also includes steps to engaging studens and community members in revising the district's approach to discipline.

This website provides initial steps everyone can take to get started with PBIS, whether you are a classroom teacher, school leader, or a district or state leader.

PBIS is a framework for creating safe, positive, equitable schools, where every student can feel valued, connected to the school community and supported by caring adults. By implementing evidence-based practices within a PBIS framework, schools support their students’ academic, social, emotional, and behavioral success, engage with families to create locally-meaningful and culturally-relevant outcomes, and use data to make informed decisions that improve the way things work for everyone.

This website provides information needed to support implementation of PBIS within a classroom.