Integrating school-wide Positive Behavioral Interventions and Supports with tier 2 coaching to student support teams: The PBISplus model

Abstract

Schools continue to display an interest in, and efficiency with, the implementation of the universal level of Positive Behavioral Interventions and Supports (PBIS), but often struggle to integrate tier 2 supports to address the needs of students at risk for behavioural or academic difficulties. School practitioners and researchers are increasingly interested in optimizing programme implementation through coaching and integrating supports at the more advanced tiers of PBIS. The current paper describes one such model, called PBISplus, which builds on the multi-tiered PBIS model by providing tailored training in the implementation of functional behavioural assessments, the student support teaming process, cultural proficiency, and evidence-based practices (e.g. Check-In/Check-Out) by a tier 2 coach. After describing the process for integrating these core elements with the universal PBIS model and the coaching model developed to facilitate that process, we summarize preliminary findings from a three-year group-randomized controlled trial of the PBISplus model in 42 Maryland elementary schools. Significant effects were observed on teacher efficacy and student outcomes, including rates of special education service use and teacher-reported academic performance. Implications for future research aimed at integrating programmes within the three-tiered PBIS framework are discussed.

Keywords:

• school-wide PBIS
• Tier 2
• coaching
• randomized controlled trial
• evidence-based practices

Acknowledgements

Support for this project comes from the Institute of Education Sciences (R324A07118, R305A090307, R324A110107) and the Centers for Disease Control and Prevention (K01CE001333-01). The authors would also like to acknowledge Drs. Patricia Hershfeldt, Karen Pell, and Richard Sechrest for their numerous contributions to this project through their work as PBISplus Liaisons.