Practice Briefs

Practice briefs summarize the research PBIS practices and offer strategies for implementing them across lots of settings. Think of these as how-to resources with references, citations, and practical applications.

Topics

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Keywords

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Using Outcome Data to Implement Multi-tiered Behavior Support (PBIS) in High Schools

High School PBIS
Data-based Decision Making
Outcome
Evaluation
In this Practice Brief we propose that there are at least four core types of data needed by high school PBIS Leadership Teams and that these data can be used to problem-solve at the (a) whole school, (b) at-risk group, or (c) individual student levels.

High School PBIS Implementation: Student Voice

High School PBIS
Youth Voice
Implementation
This brief discusses the importance of student voice, describes the unique features of high school settings that can make it challenging to include students, and offers strategies to address these barriers.

Preventing Restraint and Seclusion in Schools

Restraint/Seclusion
Policy
Behavior
This practice brief defines restraint and seclusion, addresses prevalance, describes prevention approaches, and reviews policy implications.

Family-School Collaboration in Positive Behavioral Interventions and Supports: Creating a School Atmosphere to Promote Collaboration

Family
Community
Tier 1
The purpose of this practice brief is to describe family-school collaboration in Positive Behavioral Interventions and Supports (PBIS) and review approaches that help to create conditions that promote collaboration. A brief background on family-school collaboration is provided, followed by guidance on a schoolwide approach for collaborating with families that strengthens family-school connections and improves student performance.

Facility-wide PBIS Implementation: Possible Barriers and Potential Solutions for Six Salient Topics as Viewed by Roundtable Participants and Facilitators

Juvenile Justice
Secure Care
The 2018 PBIS Leadership Forum juvenile justice roundtable dialogue gave a voice to the conference participants who work with youth in restrictive settings. This is a summary of their ideas to spur additional conversations and to continue the growth of FW-PBIS with this population of vulnerable and marginalized youth in restrictive settings.

Cultivating Positive Student-Teacher Relationships

School-Wide
Social relationships
The significance of the student-teacher relationship is substantial. The brief discusses key elements of positive student-teacher relationships and approaches for strengthening teachers' relational skills with students.

Classroom Integrated Academics and Behavior Brief

Classroom PBIS
High School PBIS
Coaching
Alignment
This brief was developed to provide core features and strategies for integrating academic and behavior practices to support students in a “whole child” approach at the classroom level.

A 5-Point Intervention Approach for Enhancing Equity in School Discipline

Equity
The results of decades of research consistently show that students of color, particularly African American students (and even more so for African American boys and those with disabilities), are at significantly increased risk for receiving exclusionary discipline practices, including office discipline referrals and suspensions. We describe here a 5-point multicomponent approach to reduce disproportionality in schools.

PBIS Technical Brief on Systems to Support Teachers' Implementation of Positive Classroom Behavior Support

Classroom PBIS
High School PBIS
Coaching
Tier 1
Implementation
The purpose of this technical brief is to summarize proactive, efficient, and evidence-based systems for supporting teachers’ implementation of positive classroom behavior support (PCBS) practices school-wide. Specifically, this technical brief is designed to inform and support school and district leadership teams as they address the following questions while implementing PCBS school wide.

Aligning and Integrating Mental Health and PBIS to Build Priority for Wellness

Mental Health/Social-Emotional Well-Being
Interconnected Systems Framework (ISF)
Alignment
The purpose of this document is to summarize the Mental Health Integration strand, including the roundtable dialogue, from the 2017 PBIS Leadership Forum in Chicago, Illinois. Recognizing that the ISF provides an example of effective alignment of initiatives, programs and practices in schools, this summary will be organized around the steps included in the Technical Guide for Alignment (see Figure 1 below). Illustrations from sites working to implement the ISF are included as examples of the alignment process. Input and discussion from presenters and participants at the 2017 PBIS Leadership Forum Mental Health Integration sessions and roundtable dialogue, including responses to Frequently Asked Questions (FAQs), are included in this Brief.

Every Student Succeeds Act: Why School Climate* Should Be One of Your Indicators

School Climate Transformation Grant (SCTG)
Policy
With the new Every Student Succeeds Act (ESSA), State education agencies (SEA) have a great opportunity to revisit and update their state-wide school improvement plans. A particularly important emphasis of ESSA is school climate and safety, which are so integrally linked to academic achievement, active student and teacher engagement, and tiered systems of support for all students, but especially students with high failure risk (e.g., students with disabilities English language learners, students from disadvantaged and diverse backgrounds and environments).

School Climate: Academic Achievement and Social Behavior Competence

School Climate Transformation Grant (SCTG)
An operational and applied overview of school climate that can guide decisions related to policy, professional development, and practice and systems implementation at the classroom, school, district, and state levels.

District Level Coaching

Coaching
District/State PBIS
Implementation
PBIS Foundations
Coaching is important and necessary to maximize transfer and translation of skills and practices acquired during training into sustainable and high fidelity implementation of evidence-based practices and systems. Coaching has been identified as the most critical factor in successful implementation. This brief quickly defines coaching at the district level. It includes a graphic representation of how the role fits within a district structure and outlines the functions a district coach is expected to conduct.

Classroom PBIS: Discussion of Outcomes, Data, Practices, & Systems

Classroom PBIS
Tier 1
PBIS Foundations
This document is intended to be a practical tool and resource for educators interested in implementing, sustaining, or enhancing PBIS in the classroom practices. (RDQ)

The Role of the Clinician in a Multi-Tiered System of Support

Mental Health/Social-Emotional Well-Being
Data-based Decision Making
For the purpose of this brief, clinicians are considered school social workers, school psychologists, school counselors, guidance deans and community mental health clinicians based in the school setting. These clinicians play an integral role in helping build, support, and sustain a MTSS framework in schools and districts. (RDQ)

Examples of Engaging Instruction to Increase Equity in Education

Equity
This technical brief is based on the 5-point multicomponent approach to reduce disproportionality. This brief elaborates on point one, regarding academic instruction, by defining key principles of evidence-based instructional practices.

Coaching For Competence and Impact—Brief 1: Defining Coaching

Coaching
Implementation
The purpose of this brief is to help build a common language and a common understanding of the critical role Coaching plays in ensuring the EBP/EIIs can be implemented as intended (fidelity) and sustain over time.
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