This information brief defines response to intervention (RTI), reviews the essential components, and answers frequently asked questions.
Implementation of a Continuum of Academic and Behavioral Supports and Services
Tiered Academic Supports (Including the Integration of Behavioral Supports for Academic Success)
- How can we support students academically and behaviorally within incarcerated settings? What does the research say and what are the challenges?
This video resource describes several strategies for supporting youth in juvenile justice facilities both academically and behaviorally. The strategies include conducting initial screening for a variety of needs, targeted behavioral and academic needs, and the use of progress monitoring to measure the impact of interventions and adjust services as needed. The video identifies potential barriers to these practices and several other resources that may be helpful.
This online Module, first in a series of two developed by the Iris Center, overviews data-based individualization and provides information about adaptations for intensifying and individualizing instruction. Developed in collaboration with the CEEDAR Center, the Iris Center, and the National Center on Intensive Intervention at American Institutes for Research, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists).
This online Module, the second in a series on intensive intervention developed by the Iris Center, offers information on making data-based instructional decisions. Specifically, the resource discusses collecting and analyzing progress monitoring and diagnostic assessment data.
This webpage describes MTSS and its relationship to PBIS. It includes a graphic depicting the two models and links to additional resources.
This archived webinar and associated resources features research and practitioner experts who present the theoretical foundation of facility-wide multi-tiered PBIS, as well as the key aspects of evidence-based best practices, data-driven decision making, lessons learned, and implications for high-quality implementation of tier 1 and tier 2 interventions and supports. Youth from the Grand Mesa Youth Services Center (Grand Junction, Colorado) also share their personal experiences with PBIS in the juvenile justice setting.
This toolkit provides an overview of the issues related to academic assessment, tools to track student and facility progress, and tips for program improvement.
This tip sheet is intended for administrators who are choosing a new pre-post assessment for a facility or who are reevaluating their existing testing procedures.
- Supporting Student Achievement through Sound Behavior Management Practices in Schools and Juvenile Justice Facilities: A Spotlight on Positive Behavioral Interventions and Supports (PBIS)
This issue brief offers an overview of the link between student behavior and traditional discipline responses by schools and how both affect academic achievement. It presents two central arguments: (1) supportive behavior management practices are critical to helping youth achieve academic success while in school and preventing unnecessary justice system involvement, and (2) supportive behavior management also can make a difference for youth already in the justice system.
Tiered Behavioral Supports
This online module, the first in a two-part series developed by the Iris Center, discusses problem behavior in terms of the stages of the acting-out cycle and suggests ways to respond to students in the cycle's different phases.
Behavioral Interventions: This online module, the second in a two-part series developed by the Iris Center describes interventions that can increase initial compliance to teacher requests as well as interventions that can be implemented to decrease disruptive and noncompliant behaviors.
- Alternatives to Traditional School Discipline: The Multi-Tiered Behavioral Health Prevention Framework
This webinar is part of the Supportive School Discipline Webinar Series. It focuses on the multi-tiered behavioral health prevention framework and how schools and facilities have applied this framework to create supportive discipline policies and practices.
This online module, the first in a two-part series developed by the Iris Center, highlights the importance of establishing a comprehensive classroom behavior management system composed of a statement of purpose, rules, procedures, consequences, and an action plan. It also provides information about how culture, classroom factors, and teacher actions can influence student behavior.
- Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan
This online Module, developed by the Iris Center, explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment and developing a behavior plan are described.
This webpage describes an Institute of Education Sciences (IES)-funded grant on integrating a positive behavior support (PBS) model into a juvenile justice setting. It includes a detailed description of the study and a list of resources developed as part of the work.
As part of the PBIS Center’s technical assistance website, this resource addresses key features and considerations for implementing PBIS in the juvenile justice setting.
- PBIS as Prevention for High-Risk Youth in Alternative Education, Residential, and Juvenile Justice Settings
This special issue of Education and Treatment of Children focuses on the use of PBIS for youth in nontraditional educational settings, including the juvenile justice setting. It shows how key personnel working with youth in these settings can improve student outcomes and increase teacher effectiveness.
This video, developed in collaboration between the PBIS Center and the previously funded National Center on Education, Disability and Juvenile Justice (EDJJ), discusses why PBIS makes sense in a juvenile justice setting, provides steps for implementation, and shares examples of PBIS being used in correctional facilities.
As part of OSEP’s technical assistance website, this webpage describes the why and how of PBIS in the juvenile justice setting with youth. With links to additional resources, including studies, videos, and articles, it shows how PBIS can benefit youth who are troubled.
Produced by the U.S. Department of Education, this document outlines 15 principles for States, schools, and practitioners to consider when developing and evaluating procedures for restraint and seclusion.
This toolkit released by the Office of Special Education Programs (OSEP) guides practitioners in implementing school-wide PBS and helps personnel self-assess their own implementation.
With an interactive map full of tools and tips, a self-assessment guide, and concrete examples, this guide is designed for practitioners to respond to behavior using evidence-based classroom strategies, helping teachers increase instructional time and decrease disruptive behavior.
This PowerPoint presentation discusses what it means to scale PBS within the juvenile justice and public school settings. It also provides positive examples from the field.
This Office of Juvenile Justice and Delinquency Prevention (OJJDP)-funded technical assistance bulletin focuses on schools’ zero tolerance and exclusionary discipline policies that push youth out of the classroom and into the juvenile justice system. The bulletin addresses the effectiveness of exclusionary discipline and provides strategies to reduce the number of youth who come into contact with law enforcement and the juvenile justice system.
This practice brief, developed from a PBIS leadership forum, describes the benefits of a facility-wide PBIS program. It specifically focuses on implementing a program in a juvenile justice facility, along with guiding principles and additional resources for practitioners.