Evaluation Briefs

These evaluation briefs describe findings from data related to some aspect of PBIS implementation. They are short, easy-to-read summaries. Each brief includes descriptions of the method, the data, the results, and provides a discussion for future research.

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The Impact of ISF on School Climate: Results from a Randomized Controlled Trial

mental-healthsocial-emotional-well-being
districtstate-pbis
school-wide
Climate
Implementation
Interconnected Systems Framework (ISF)
Outcome
The results of this study support the benefits of the InterconnectedSystems Framework (ISF) on school climate, with positive impacts reported by education staff and students. 
Last Updated:
1/18/2024

Differences in Perceptions of School Climate Based on Students' Identities: School Climate Evaluation Series, First of Two

equity
mental-healthsocial-emotional-well-being
school-wide
Climate
Outcome
Tier 1
This series of evaluation briefs explores the relationship between (a) school climate (as measured by the Brief School Climate Survey for elementary and secondary students), (b) student-level demographics, and (c) PBIS Fidelity (as measured by the Tiered Fidelity Inventory (TFI). All briefs in this series include the same introductory information about the importance of school climate and details of the school climate survey. This brief examines the relationship between PBIS fidelity and perceptions of school climate. 
Last Updated:
11/21/2023

Improving Tier 3 Implementation and Outcomes in a High-Needs School

students-with-disabilities
mental-healthsocial-emotional-well-being
Assessment
Behavior
FBA/BIP/BSP
Fidelity
Intensive
Tier 3
This brief summarizes a model demonstration examining the impact of both (a) improved Tier 3 implementation fidelity, as measured by Tiered Implementation Fidelity (TFI) and the Self-Assessment Survey (SAS) 4.0, and (b) an improved implementation of individual behavior support practices in a high-needs elementary school in a rural area in the northeast. The information learned from this model demonstration may assist others working in and supporting schools in similar settings.
Last Updated:
7/31/2023

Intentionally Intensify Classroom Practices to Support Students with Disabilities

classroom-pbis
students-with-disabilities
equity
Behavior
Fidelity
Research
Special education
Tier 1
This brief addresses two evaluation questions: 1. What are the effects of supporting educators to intentionally intensify their practice on their overall implementation of targeted classroom practices (i.e., prompting, engaging, and praising)? 2. What are the effects of educators intentionally intensifying their classroom practices on the behaviors of students with disabilities?
Last Updated:
6/20/2023

Feasibility of PBIS in a Therapeutic Group Home

family
juvenile-justice
students-with-disabilities
Alternative Settings
Community
Fidelity
Implementation
Residential
The success of PBIS in typical schools has led to interest in PBIS for alternative programs, including residential programs. In this brief, we describe PBIS as implemented in a therapeutic treatment home for adolescents with mental health needs. The PBIS framework enabled the program to add Tier 1 supports to increase consistency throughout the home, and to use behavioral data to integrate supports across tiers. We report fidelity scores across years of implementation as well as informal data reflecting staff and youth perceptions of PBIS.
Last Updated:
5/18/2023

PBIS in a Secure Juvenile Justice Setting

juvenile-justice
restraintseclusion
school-wide
Alignment
Alternative Settings
Fidelity
Implementation
Outcome
Secure Care
Documented benefits of Positive Behavioral Interventions and Supports (PBIS) in typical settings has led to interest in the feasibility of PBIS in alternative program settings, including juvenile justice programs. In this model demonstration report, we describe how one juvenile justice program implemented PBIS at Tiers 1, 2, and 3, and present fidelity scores for each tier across years of implementation. PBIS was used throughout the program, in residential areas (dorm units, cafeteria, recreation, etc.) as well as in the school program within the facility.
Last Updated:
5/18/2023

Lessons Learned from District and School-site Leaders Conducting Systematic Screening

data-based-decision-making
districtstate-pbis
school-wide
Action plan
Administrator
PBIS Foundations
Research
Screening
In this brief, results of an online survey of 165 leadership team members from 27 elementary schools representing five school districts from three geographic regions across the United States are presented. All schools were at different stages of implementing an integrated tiered system of support. Implications for practice are discussed.
Last Updated:
3/23/2023

Why Implement Tier 1 PBIS for Students with Disabilities? What Does Research Say?

students-with-disabilities
restraintseclusion
school-wide
Behavior
Discipline
Research
Residential
Special education
Tier 1
This brief summarizes empirical 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 SEB outcomes and (b) reduced exclusionary discipline (i.e., office discipline referrals, suspensions, restraint, seclusion). Given the promising empirically-supported effects of Tier 1 PBIS, we recommend schools continue to prioritize Tier 1 supports that are inclusive, robust, and supportive of all students, including students with disabilities.
Last Updated:
10/24/2022

When Do Schools Receive Tier 2 and 3 PBIS Training?

districtstate-pbis
school-wide
Implementation
Research
Systems Alignment
Tier 2
Tier 3
Training
This evaluation brief identifies the average time between initial PBIS training at each tier and identifies criteria state-level leadership teams use to determine readiness for Tier 2 and 3 training. The sample includes 2,488 U.S. schools across five states trained between the 2005-06 and 2018-19 school years. Findings indicate that the average time between Tier 2 and 3 training was shorter compared to Tier 1 and Tier 2. In addition, state-level leadership teams used a variety of policies and procedures for determining school readiness for training at Tiers 2 and 3.
Last Updated:
10/12/2022

Collecting Fidelity Data to Support and Sustain PBIS/MTSS in Schools

data-based-decision-making
districtstate-pbis
Action plan
Assessment
Evaluation
Fidelity
Brief for states and district on using fidelity data to guide action planning.
Last Updated:
9/28/2022

Establishing a Rural Regional Cohort: Supporting Fidelity of PBIS Implementation in Rural Schools

coaching
districtstate-pbis
Community
Evaluation
Fidelity
Implementation
Training
Rural
This demonstration features the collaborative work of a state-funded project matching university-based PBIS trainers with school level implementers in a rural setting. Strategies and lessons learned when implementing PBIS with fidelity during challenging times is shared. The information learned from this regional example highlights the need for considering adaptations to support the culture and context of rural settings while maintaining robust levels of fidelity and sustaining momentum for continued implementation. 
Last Updated:
9/22/2022

PBIS Implementation in Rural Schools in the U.S.

districtstate-pbis
school-wide
Evaluation
Fidelity
Implementation
Rural
The demonstration of positive impact has accelerated the adoption of the PBIS framework across the country in different school settings. The purpose of this evaluation brief is to provide an initial descriptive snapshot of the current status of PBIS implementation in rural schools.
Last Updated:
8/17/2022

A Literature Review of School-Wide Positive Behavioral Interventions and Supports for Students with Extensive Support Needs

students-with-disabilities
Evaluation
Research
Special education
In response to two calls for continued research focused on PBIS and students with extensive support needs, researchers from the TIES Center and Center on PBIS conducted this literature review to summarize the current literature. This report summarizes the characteristics of the literature and implications for practice and future research initiatives.
Last Updated:
8/12/2022

Promoting Positive Discipline Approaches and Reducing Restraint and Seclusion: The American School for the Deaf’s Model of Success

students-with-disabilities
restraintseclusion
school-wide
Alignment
Alternative Settings
Discipline
Evaluation
Special education
Systems Alignment
This brief describes a school’s transformation from using ineffective and punitive disciplinary practices to implementing effective and proactive responses to behavior by installing the PBIS framework in a unique setting. Specifically, this demonstration highlights the work of the PBIS school leadership team at the American School for the Deaf (ASD) and describes ASD’s use of PBIS strategies in alignment with the Six Core Strategies© to reduce their use of restraint and seclusion.
Last Updated:
4/6/2022

Is Tier 1 PBIS Feasible and Effective in Rural, High Poverty Secondary Schools? Initial Examination of a Model Demonstration

coaching
data-based-decision-making
Behavior
Community
Evaluation
Implementation
Tier 1
Rural
To better understand the supports needed to positively impact student outcomes, the Center on PBIS has been examining several model demonstrations of PBIS implementation in schools residing within high need Local Education Agencies (LEAs). In particular, this brief provides an initial examination on the impact of PBIS implementation in two rural, high poverty, and majority Black/African American schools at the secondary level (5-12th grade) from a high need LEA. The information learned from this model demonstration may assist others working in and supporting schools in similar settings.
Last Updated:
2/18/2022

How are Schools Using the Parent and Personnel School Climate Surveys?

data-based-decision-making
family
school-wide
Climate
Social relationships
Tier 1
When school personnel and parents complete school climate surveys, results can inform team action planning to improve perceptions of school climate. This brief is intended to guide how districts and schools collect and disaggregate school climate data at the personnel and parent level to support data-based decision making.
Last Updated:
1/31/2022

Are Fewer Students with Disabilities Suspended When Schools Implement PBIS?

students-with-disabilities
Alternatives to Suspension
Discipline
Evaluation
Outcome
Special education
Tier 1
This evaluation brief explores the relationship between (a) schools’ implementation of Tier 1 (universal) support within a Positive Behavioral Interventions and Supports (PBIS) framework and (b) the proportion of students with disabilities suspended.
Last Updated:
11/16/2021

PBIS Academy Model Demo Brief: Impact of Statewide Support Model on High-Needs Schools

districtstate-pbis
school-wide
Academics
Behavior
Discipline
Evaluation
Outcome
Training
An evaluation of a state-wide support model targeting high-needs schools across the state of Massachusetts. This evaluation brief reviews the state-wide model in addition to reviewing both discipline and academic outcomes.
Last Updated:
5/3/2021

Facility-Wide Tiered Fidelity Inventory v0.2 Technical Brief

juvenile-justice
Alternative Settings
Assessment
Evaluation
Fidelity
Residential
Secure Care
This resource describes the process used for development, content validation, and usability evaluation of the FW-TFI v0.2.
Last Updated:
11/23/2020

Building Momentum for PBIS Implementation in High Need Districts

coaching
data-based-decision-making
districtstate-pbis
Fidelity
PBIS Foundations
Urban Implementation
Rural
Building district capacity for implementing PBIS in high need school districts is challenging. This practice brief summarizes the lessons learned one year into an intensive 5-year partnership with Southbridge Public Schools, a district identified as high-need. The intent of the brief is to provide district leaders, trainers, and state leaders with lessons learned and suggestions they may consider when supporting high need LEAs.
Last Updated:
10/23/2020

How are Schools Using the School Climate Surveys

districtstate-pbis
school-climate-transformation-grant-sctg
school-wide
Climate
Evaluation
Tier 1
The purpose of this brief is to provide information about how to evaluate school climate at the primary and secondary levels. Norms and ranges are provided and based on a national data; this data can help schools to contextualize local data. Information for interpreting the data and unit if for data-based decision making is also included.
Last Updated:
5/1/2020

Use of I-SWIS by Elementary Schools to Monitor Tier 3 Behavior Supports

data-based-decision-making
Tier 3
Research
In this Evaluation Brief we focus on the extent to which Tier 3 (individual) support teams collect, summarize, and use data to guide implementation of behavior support plans. Our specific focus is a descriptive summary of how elementary school teams use the Individual School Wide Information System (I-SWIS) online application to guide their Tier 3 decision-making as well as general use of PBIS-focused data systems that support overall fidelity to critical components of the PBIS framework.
Last Updated:
9/9/2019

Do Wisconsin Schools Implementing an Integrated Academic and Behavior Support Framework Improve Equity in Academic and School Discipline Outcomes?

equity
PBIS Foundations
Ethnicity
Community
This evaluation brief describes how Wisconsin is implementing an equitable multi-level system of supports (MLSS) framework, also known as a multi-tiered system of supports (MTSS), and how schools implementing this framework with both a behavior and reading focus have shown positive outcomes for all students. The data analyzed in this brief were derived from a small, Wisconsin RtI Center staff directed project. The focus was on the impact of an equitable multi-level system of supports (MLSS).
Last Updated:
3/1/2019

Fidelity of SW-PBIS in High Schools: Patterns of Implementation Strengths and Needs

high-school-pbis
Fidelity
Research
PBIS Foundations
The purpose of this brief is to summarize patterns in SW-PBIS implementation fidelity in 996 high schools across 31 U.S. states. We specially aimed to evaluate how high schools are implementing the components of SW-PBIS, and identify implementation strengths and needs.
Last Updated:
11/1/2018

How are Schools Using the SWPBIS Tiered Fidelity Inventory (TFI)?

districtstate-pbis
Assessment
Research
PBIS Foundations
To understand how schools are using the TFI, this evaluation brief aims to answer the following research questions: 1. How often do schools complete the TFI per year? 2. How many tiers are assessed during each TFI administration? 3. What are the average scores at each tier of the TFI? 4. What subscales and items on the TFI have the highest and lowest scores?
Last Updated:
6/1/2018

What are Patterns and Predictors of CICO Participation in U.S. Schools?

districtstate-pbis
classroom-pbis
Tier 2
Research
Targeted
This evaluation brief looks to develop an understanding of current patterns of CICO enrollment and its potential impact on intervention fidelity and effectiveness.
Last Updated:
3/1/2018

Do Schools Implementing SWPBIS Have Decreased Racial and Ethnic Disproportionality in School Discipline?

equity
Research
Ethnicity
The purpose of this study was to examine discipline disproportionality among schools implementing SWPBIS compared to the entire population of schools in the U.S. Examining patterns in a large-scale evaluation of schools implementing and not implementing SWPBIS could help determine the extent to which implementation of SWPBIS is related to lower, higher, or unchanged discipline disparities.
Last Updated:
3/1/2018

What are the Economic Costs of Implementing PBIS in Comparison to the Benefits from Reducing Suspensions?

high-school-pbis
Evaluation
Outcome
In this brief, we provide initial evidence that PBIS is less expensive to implement than the longer-term costs related to suspensions and dropout. This finding is important as the benefits of reducing suspensions and dropout go far beyond simple fiscal savings. An analysis of the available data suggests that PBIS may be an economical alternative to not only ineffective approaches, like suspension, but also traditional dropout prevention programs.
Last Updated:
11/8/2017

Status of High School PBIS Implementation in the U.S.

school-wide
high-school-pbis
The purpose of this evaluation brief is to provide a description of the current state of PBIS implementation in US high schools, as reflected by data collected by the National PBIS Technical Assistance Center.
Last Updated:
1/1/2017

Does Implementation of SWPBIS Enhance Sustainability of Specific Programs, such as Playworks?

districtstate-pbis
Fidelity
PBIS Foundations
Alignment
The purpose of this evaluation brief is to assess whether schools implementing SWPBIS with adequate fidelity of implementation were more likely to sustain specific school practices, such as Playworks, than schools not implementing SWPBIS with fidelity.
Last Updated:
2/1/2016

When to use Functional Behavioral Assessment? A State-by-State Analysis of the Law

students-with-disabilities
FBA/BIP/BSP
To provide students with disabilities and their families the best educational experience, the use of the functional behavioral assessment should be a viable option when challenging behaviors are interfering with learning opportunities. As the technology of FBA continues to improve through systematic research, educators should not default to the legal requirements, which may, as we have outlined here, leave considerable gaps. States should strive to close those gaps by, at a minimum, including reference to FBA in provisions on evaluation, re-evaluation, IEP development and restraint and seclusion.
Last Updated:
10/1/2015

Do Out-of-School Suspensions Prevent Future Exclusionary Discipline?

school-wide
Discipline
Evaluation
This evaluation brief examines the use of suspensions in 1,840 public middle schools in the United States and assesses the extent to which they are effective at reducing future problem behavior for students who receive them.
Last Updated:
5/1/2015

Do High Schools Implementing SWPBIS Have Lower Rates of Illegal Drug and Alcohol Use?

opioid-crisis-and-substance-misuse
Behavior
Research
This evaluation brief investigated the effects of SWPBIS implementation on reported illegal drug and alcohol use in high schools. The specific question examined for this evaluation brief was: to what extent do high schools implementing SWPBIS have lower reported use of illegal drugs and alcohol?
Last Updated:
3/1/2015

Drill Down Tool Evaluation Brief

data-based-decision-making
Behavior
Discipline
This paper provides an overview of the School-wide Information System (SWIS) Drill Down tool, shares information about its usage, the number and variety of filters being used, and offers suggestions for more effective and efficient use.
Last Updated:
1/1/2015

Do Schools with Adequate Tier 1 SWPBIS Implementation Have Stronger Implementation at Tiers 2 and 3?

districtstate-pbis
Assessment
Fidelity
PBIS Foundations
The purpose of this evaluation brief is to answer the following questions: 1. To what extent do schools with adequate Tier I SWPBIS implementation have stronger implementation at Tiers II and III? 2. Which components of Tier I systems are most strongly related to implementation of Tier II and III systems?
Last Updated:
9/1/2014

Have Schools Increased Their Use of the SWIS School Ethnicity Report?

equity
data-based-decision-making
Ethnicity
To ensure an equitable education for all students, there is a need for school teams to review their data informing whether the implementation of PBIS has improved the outcomes for each racial-ethnic minority group. The Schoolwide Information System (SWIS) and the SWIS School Ethnicity Report may help in the use of such data. Any school that uses SWIS has real-time access to the School Ethnicity Report.
Last Updated:
2/1/2014

Patterns of Minor Office Discipline Referrals in Schools using SWIS

school-wide
data-based-decision-making
Evaluation
Schools using the School-Wide Information System (SWIS) database are often collecting information on Minor Office Discipline Referrals (ODRs), as well as Major ODRs. In this evaluation brief we examined the role of Minor ODRs in elementary, middle and high schools. We investigated what types of Minor ODRs are most prevalent at each grade level and where these Minor ODRs occur. This information was compared to what types of Major ODRs are most prevalent and where Major ODRs occur. Finally, we examined the relative rates of Minor and Major ODRs over the course of an academic year.
Last Updated:
11/12/2013

Out-of-School Suspension for Minor Misbehavior

classroom-pbis
data-based-decision-making
Discipline
Training
This evaluation brief examines the practice of using out-of-school suspension as a consequence for behavior coded as “minor” on office discipline referral forms. This report looks at the statistics surrounding these occurrences, discusses possible rationales, and outlines a strategy PBIS Coaches and SWIS Facilitators can use to determine whether schools are involved in this practice. If they are, we suggest these schools improve data entry procedures or reconsider the use of school suspension for behavior that is described as minor.
Last Updated:
1/1/2013

If Discipline Referral Rates for the School as a Whole are Reduced, Will Rates for Students with Disabilities also be Reduced?

equity
FBA/BIP/BSP
Tier 3
The primary purpose of the study was to answer the question: “If schools are able to reduce discipline referral rates for major offences for the school as a whole, will the number of students in special education (i.e., students with an IEP) who receive discipline referrals be reduced?”
Last Updated:
10/6/2012

What Does it Cost to Implement School-wide PBIS?

districtstate-pbis
Evaluation
PBIS Foundations
This model emphasizes the importance of specifying assumptions about the content of SWPBIS and how these affect costs related to implementation. We provide below a condensed summary of projected cost considerations for three common scenarios.
Last Updated:
8/1/2012

How to Measure School-wide Positive Behavioral Interventions and Supports Implementation Fidelity with the Team Implementation Checklist: Percent of Points or Percent of Items Fully Implemented?

data-based-decision-making
districtstate-pbis
Assessment
Evaluation
PBIS Foundations
This evaluation brief focuses on comparing different ways to calculate the criterion score for the Team Implementation Checklist (TIC), a fidelity of implementation measure widely used by schools engaged in SWPBS implementation. It examines if schools that optained 80% or more of all TIC points differ on their Benchmarks of Quality score from schools that rated 80% or more of all TIC items as "achieved."
Last Updated:
3/1/2012

The Revised School-wide PBS Benchmarks of Quality (BoQ)

data-based-decision-making
classroom-pbis
Assessment
Fidelity
PBIS Foundations
This evaluation brief addresses some of the questions that have arisen during the on-going and widespread utilization of the Benchmarks of Quality. Specifically the questions include: (1) Does a factor analysis indicate that the critical elements of the BoQ “hang together,” that all items are of adequate strength, and do the factors hold true across years of administration? (2) Do the 7 new classroom items form a consistent factor? And (3) Does the BoQ/SET concurrent validity hold true with a greater number of schools than that used in the initial validation study?
Last Updated:
3/1/2011

Stability in Variant Administration Methods of the School-wide PBS Benchmarks of Quality (BoQ)

data-based-decision-making
school-wide
Assessment
Fidelity
PBIS Foundations
One of the most frequently asked questions regarding the Benchmarks of Quality (BoQ) has been related to the procedures used for scoring.This brief investigates the following question: Is the BoQ stable and will similar scores result if administered in the method used in the validation study versus other methods?
Last Updated:
3/1/2011

How Many States Reference SWPBS in Their Restraint-Seclusion Policies

restraintseclusion
districtstate-pbis
Intensive
Policy
Given the current focus on regulating restraint and seclusion, this brief assesses the extent to which states include school-wide positive behavior support (SWPBS) in their legislation regulating the use of restraint and seclusion.
Last Updated:
7/1/2010

Influence of School Level Socioeconomic Status and Racial Diversity on School-wide Positive Behavior Support Implementation

equity
districtstate-pbis
Ethnicity
Implementation
PBIS Foundations
This evaluation brief examines the capacity of schools of varying levels of socioeconomic and racial diversity to implement Tier 1 of school-wide positive behavior support with integrity. The three main evaluation questions addressed are: (1) What percentage of schools are able to achieve 80%-80% implementation status on the School-wide Evaluation Tool (SET) within 1 year? (2) Is school socioeconomic status associated with implementation effectiveness? (3) Is school racial diversity associated with implementation outcomes?
Last Updated:
12/1/2009

What Are the Patterns of Office Discipline Referrals Across Grade Levels?

data-based-decision-making
districtstate-pbis
Discipline
Behavior
The goal of this brief is to examine if the overall ODR frequency patterns across grade levels that have been documented in the literature can be replicated with a large national sample of schools using the School-wide Information System (SWIS) to record ODRs.
Last Updated:
12/1/2009

Do elementary schools that document reductions in overall office discipline referrals document reductions across all student races and ethnicities?

equity
data-based-decision-making
Ethnicity
Given the overwhelming evidence of inequitable disciplinary practices and the availability of an extensive database of ODR, our goal was to examine if elementary schools that record a decrease of their overall ODR rate across a 3 year time span in SWIS show similar decreases in ODR rates for students from different racial and ethnic backgrounds.
Last Updated:
9/1/2009

The Relation Between Office Discipline Referrals and School Enrollment Status: Do Rates Differ Based on Enrollment Size?

data-based-decision-making
districtstate-pbis
Discipline
Behavior
This evaluation brief examines the rate of office discipline referrals (ODRs) for different school-grade levels based on student enrollment. Using a cohort of schools that recorded ODRs over 3-years with the School-wide Information System (SWIS), rates are compared across years for elementary, middle, high school, and K-8/12 grade levels. The two evaluation questions addressed are (1) Based on school size, what is the number of schools with ODRs for each grade level across a 3-year cohort? and (2) Based on school size, what is rate of ODRs for each grade level, across each year?
Last Updated:
6/1/2009

Comparison of Office Discipline Referrals in U.S. Schools by Population Densities: Do Rates Differ According to School Location?

data-based-decision-making
districtstate-pbis
Implementation
PBIS Foundations
This evaluation brief examines the rate of office discipline referrals (ODRs) for different school-grade levels based on locale. Using a cohort of schools that recorded ODRs over 3-years with the School-wide Information System (SWIS), rates are compared across years for elementary, middle, high school, and K-8/12 grade levels. The two questions addressed by this brief are: (1) Based on lacale, what is the number of schools with ODRs for each grade level across a 3-year cohort? (2) Based on locale, what is the rate of ODRs for each grade level, across each year?
Last Updated:
6/1/2009

Implementation of School-wide PBIS Across the United States

districtstate-pbis
Evaluation
PBIS Foundations
This evaluation brief examines the proportion of U.S. schools engaged in School-wide PBIS (SWPBIS) implementation, as of October 1, 2008, as reported to the National Technical Assistance Center on Positive Behavioral Interventions and Supports.
Last Updated:
11/1/2008

Do Schools Using SWIS Take Advantage of the "School Ethnicity Report"?

equity
data-based-decision-making
Ethnicity
Although disproportionate referral patterns have been documented, it is unclear to what extent schools actively address this issue. Given the current policy mandates holding schools accountable for equitable educational environments where all students can succeed (NCLB, IDEA), our goal was to examine to what extent schools using SWIS take advantage of its ability to record and aggregate ethnicity data.
Last Updated:
11/1/2008
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