Positive Supports for Behavior and Discipline Resource Database

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 document is a guide – a “Road Map” – for implementing widespread use of the Pyramid Model for Promoting Social and Emotional Competence in Infants and Young Children. This guide is used by state leaders to identify how to implement and sustain the use of the Pyramid Model within early childhood environments.

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.

This webiste provides resources to support school-wide implementation of PBIS, as a multi-tiered framework that focuces on three critical features – systems, practices, and data -- which work together to promote positive, predictable, safe environments for everyone in all school settings.

This brief summarizes research on the effects of Tier 1 PBIS for students with disabilities. In general, when schools implement PBIS with fidelity, students with disabilities experience: (a) improved social, emotional, and behavioral outcomes and (b) fewer exclusionary discipline actions (i.e., office discipline referrals, suspensions, restraint, seclusion). Given the promising, research-supported effects of Tier 1 PBIS, it is recommended that schools continue to prioritize Tier 1 supports that are inclusive and supportive of all students, including students with disabilities.

This brief discusses ways to design PBIS systems that are accessible to all students. It describes the importance of including all students in PBIS structures, gives practical strategies to help schools achieve this goal, and includes the story of a student who benefited from full access to his school’s PBIS system.