950611

research-article2020
BBXXXX10.1177/1074295620950611Beyond BehaviorGage et al.

Article
Beyond Behavior

Using Positive Behavioral

2020, Vol. 29(3) 132­–140
© Hammill Institute on Disabilities 2020
Article reuse guidelines:
Interventions and Supports to sagepub.com/journals-permissions
DOI: 10.1177/1074295620950611
https://doi.org/10.1177/1074295620950611

Reduce School Suspensions journals.sagepub.com/home/bbx

Nicholas A. Gage, PhD1, Lydia Beahm, MA2,

Rachel Kaplan1, Ashley S. MacSuga-Gage, PhD1,
and Ahhyun Lee, PhD1

Abstract
The Positive Behavioral Interventions and Supports (PBIS) framework is currently implemented in more than 25,000
schools across the globe. Its implementation has demonstrated positive impacts on a number of behavioral and academic
outcomes. A growing evidence base has found that PBIS has been particularly effective at reducing both in- and out-of-
school suspensions. This article describes concerns with the use of suspensions, defines PBIS, and outlines how schools
can implement and use PBIS to reduce suspensions.

Keywords
positive behavioral interventions and supports, change, system(s), discipline

In- and out-of-school suspensions are widely used across suspension rates with both the national average and their
U.S. schools. Suspensions refer to the removal of students state average using the U.S. Department of Education’s
from the classroom (in-school suspension) or the school Office of Civil Rights’ Civil Rights Data Collection (CRDC;
(out-of-school suspension) due to behavioral challenges. https://ocrdata.ed.gov/DataAnalysisTools). Currently, data
The most recent data from the U.S. Department of are available for the 2013 to 2014 school year. Overall,
Education, Office of Civil Rights (2018) indicate that CRDC data indicate that 5.4% of students received at least
approximately 2.7 million, or almost 6%, of all K–12 stu- one in-school suspension and 5.3% of all students received
dents received one or more out-of-school suspensions dur- at least one out-of-school suspension. Data by race suggest
ing the 2015 to 2016 school year. Approximately 60% of that 11.3% of Black students received at least one in-school
those suspensions were not considered “serious offenses” suspension and 13.7% received at least one out-of-school
(e.g., noncompliance, disruptive classroom behavior). suspension, compared with 4.2% and 3.2% for White stu-
dents, respectively. In addition, students with emotional and
behavioral disorders (EBD) are suspended at higher rates
Why Are Suspensions a Problem? than their peers and are more likely to be educated in sepa-
Data also suggest that suspensions are disproportionately rate settings or facilities (Bradley et al., 2008). Thus, schools
applied to Black students and students with disabilities with suspension rates that exceed either national or state
(Gage et al., 2019). Evidence suggests that removing suspension rates can consider approaches to reduce the use
students from instruction by suspending them does not of suspensions.
improve either student behavior or school climate (Skiba School district officials looked at the student suspension
et al., 2012). In fact, data suggest that there are significant data at Olive S. Elementary School (OSES) and decided the
detrimental outcomes associated with school suspensions, numbers were too high. Thirty percent of the students attend-
including more suspensions, poor academic performance, ing OSES were suspended last school year for behavioral
and increased risk for contact with juvenile justice
(Anderson et al., 2019; Noltemeyer et al., 2015). Therefore, 1
University of Florida, Gainesville, USA
reducing the need for and use of suspensions should be a 2
University of Virginia, Charlottesville, USA
priority for all schools.
Corresponding Author:
There are no national guidelines to help schools deter- Nicholas A. Gage, University of Florida, 1403 Norman Hall, PO Box
mine if they are suspending too many students. Instead, 117050, Gainesville, FL 32611-7011, USA.
schools and districts can compare and contrast their Email: [email protected]
Gage et al. 133

problems. District officials decided to implement Positive in the school and should be implemented by every staff
Behavioral Interventions and Supports (PBIS) practices in member, which is why the entire staff at OSES was invited
the hopes of reducing the need for and use of student suspen- to participate in PBIS training. The purpose of the primary
sion. Their first action was to contact an external coach that tier is to teach expected behaviors, develop positive student/
was provided through a statewide PBIS technical assistance teacher relationships, and increase behavior and academic
center. success for all students. In addition, developing positive
student–teacher relationships has been shown to improve
academic achievement for students at risk for EBD (Sointu
What Is PBIS? et al., 2017). While there is no single approach for schools
One research-based approach recommended by the U.S. to use when implementing PBIS, there are several critical
Department of Education (https://www2.ed.gov/policy/ features that have been associated with effective implemen-
gen/guid/school-discipline/index.html) for reducing school tation. Those elements include clearly defining, modeling,
suspensions is implementation of the PBIS (Sugai & and practicing behavioral expectations, recognizing and
Horner, 2009) framework. Multiple studies have shown that rewarding appropriate behavior, and collecting and evaluat-
PBIS improves academic outcomes for students with and at ing school-wide behavioral data.
risk for EBD (Maggin et al., 2016; McCurdy et al., 2016).
Cook and Odom (2013) posit that it is vital that teachers Behavioral expectations. One critical feature of PBIS is
with students with and at risk for EBD use research- or clearly defining behavioral expectations. Typically, staff
evidence-based practices in their classrooms to increase work together to create three to five school-wide behavioral
student outcomes. Thus, it may be beneficial to implement expectations that broadly define how students should
PBIS to support students with and at risk for EBD. The pur- behave. For example, a school may define that students in
pose of this article is to provide teachers and administrators their school will “be safe, be respectful, and be responsi-
with recommendations for effectively implementing PBIS ble.” Once expectations are established, staff create matri-
in their schools. In the remainder of this article, we (a) ces to define specific expected behaviors across a variety of
outline critical features of PBIS, (b) provide a brief review specific classroom and school-wide routines (see Figure 1
of the evidence supporting the positive impact PBIS has on for an example of a matrix). Then, staff should create lesson
disciplinary exclusions, and (c) describe specific actions plans to teach, model, practice, and reinforce each of the
schools can implement across PBIS tiers to reduce school expectations with students and make plans to continue to
suspensions. A companion video presentation of the arti- review, reteach, and reinforce them throughout the school
cle’s contents can be accessed at https://www.dropbox.com/ year. Multiple examples of behavior expectation matrices
sh/mv3wdtddwoohcq6/AACZKuOY4div26D1QJTxlq8ba and additional expectation resources can be found at https://
?dl=0. www.pbis.org (Office of Special Education Programs
PBIS is a framework, not a scripted or manualized pro- [OSEP] Technical Assistance Center on Positive Behavioral
gram, currently used in more than 23,000 schools across the Interventions and Supports, 2017).
United States and designed to increase academic and social
behavior outcomes for every student in the school (Sugai & School-wide recognition system. To reinforce demonstrations
Simonsen, 2012). Based on a multitiered system of support of appropriate behavior, school teams can develop a school-
logic, PBIS is a three-tiered system in which all school staff wide recognition system that “catches kids being good.”
members participate and receive continual professional Often, these take the form of school-wide token economy
development to ensure high implementation fidelity (Horner systems (OSEP Technical Assistance Center on Positive
et al., 2010; Sugai & Horner, 2009). The first tier of PBIS is Behavioral Interventions and Supports, 2017). For exam-
all about prevention and includes every student in the ple, when a staff member witnesses a student displaying an
school. The second and third tiers incorporate intervention expected behavior, the student may be rewarded with a
strategies to support students identified as in need of addi- “pride dollar” (the token), in tandem with behavior-specific
tional behavioral support. As such, it is vital that behavioral praise. Students can then use their “pride dollars” to pur-
data are collected and analyzed regularly and decisions are chase tangible items, time on preferred tasks, or tickets to
made based on these data, to ensure all students are suc- school-wide celebrations throughout the year (reinforcers).
ceeding (Horner et al., 2010; Sugai & Horner, 2009; Sugai Some examples of rewards include a positive phone call
& Simonsen, 2012). home, extra time on the computer, access to a prize box,
lunch with a preferred staff member, or a no-homework-for-
a-day coupon. Ideas for a token economy and incentives
Tier 1 can be found at https://www.pbis.org/training/staff/student
The first tier of PBIS is commonly known as Tier 1, or the (OSEP Technical Assistance Center on Positive Behavioral
primary or universal tier. This tier applies to every student Interventions and Supports, 2017).
134 Beyond Behavior 29(3)

Cafeteria Line walking Playground

Be Safe • Stay in your assigned area • Keep 6 inches between you and your • Take turns using the equipment
• Eat and touch only your own food neighbor in line • Keep hands and feet to yourselves
• Walk

Be Respectful • Speak to your table mates using an • Stay quiet • Include others when you play
inside voice • Keep hands and feet to yourselves • Follow all adult directions
• Raise your hand for help

Be Responsible • Leave your table area clean • Follow teacher’s signal to walk or stop • Put away balls and frisbees after use
• Stay seated until dismissal • Stay in line • Walk to line up when instructed

Figure 1. School-wide Positive Behavioral Interventions and Supports expectations and routine matrix example for Olive S.
Elementary School.

School-wide behavioral data. Another core component of the effectiveness for some individuals; and (h) Tier 2
PBIS is consistent and systematic data collection. These interventions are aligned with the function of the student’s
data are used for screening and monitoring student respon- problem behavior (https://pbismissouri.org/tier-2-overview/).
siveness to universal prevention practices and can include One intervention that meets these criteria is Check-In
standardized behavior screening tools, such as the Student Check-Out (CICO; Newcomer et al., 2013).
Risk Screening Scale–Internalizing and Externalizing
(SRSS-IE; Lane et al., 2015, 2018), or existing measures, CICO. CICO is designed to provide students with perfor-
such as office discipline referrals (ODRs). Behavioral data, mance feedback aligned with school-wide expectations and
both screening and progress monitoring, are then used for additional adult interaction throughout the school day
identifying students in need of additional interventions (see (Conley et al., 2018). In the morning, a mentor (often a
https://pbismissouri.org/tier-1-data-tools/forotherdata teacher) and the student review a CICO form, review the
collectionresources). expectations, and talk about what the student will need to do
to achieve a daily point goal. The CICO form displays the
school-wide expectations and provides an opportunity for a
Tier 2 student to earn between zero (not achieved) and two points
Tier 2, or the secondary tier, is designed to provide targeted (achieved) for each expectation, in each subject area taught,
interventions and supports, often in group settings, for stu- or class attended. At the end of each subject/class, lunch,
dents who have received Tier 1 supports with fidelity, but and recess, the student brings the form to their teacher or
are not responding sufficiently. That is, they are demon- staff member leading each subject/class so he or she can
strating problem behaviors that may result in them receiv- fill out points earned. At the end of the day, the student
ing suspensions. There are a number of research- or reviews their CICO form with their mentor and, based on
evidence-based interventions recommended for Tier 2 (see goals, accesses reinforcement (see https://pbismissouri.org/
Bruhn et al., 2014, for a review of interventions). However, tier-2-workbook-resourcesforadditionalCICOresources).
all interventions are characterized by the following eight Although more intensive than Tier 1, not all students are
critical features: (a) Tier 2 supports are organized so that responsive to Tier 2 strategies. If data show that a student
students can begin them at any time within the school year; receiving Tier 2 support continues to display problem
(b) Tier 2 supports are quickly and easily accessible— behavior, more intensive interventions may be necessary
within 2 to 3 days—once students are identified; (c) Tier 2 (Horner et al., 2007).
interventions fit within existing classroom routines and
require minimal time commitment from classroom teach-
Tier 3
ers; (d) the skill sets teachers need to implement Tier 2
interventions are easily learned; (e) interventions are The third, or tertiary, tier is designed to provide the most
aligned with the school’s Tier 1 practices and school-wide intensive support to match each student’s individual needs,
expectations; (f) all school personnel are aware of the inter- when students have received Tier 2 and 3 supports with
ventions, and staff members with implementation responsi- fidelity, but continue to demonstrate a high level of behav-
bility need to understand their roles in the process; (g) Tier ioral problems. Typically, Tier 3 intervention development
2 interventions are able to be mildly modified to increase begins with a functional behavior assessment (FBA). An
Gage et al. 135

FBA, ideally conducted by a team with fluent expertise in FBA team, which included the school psychologist, served a
applied behavior analysis, is designed to understand what second support mechanism, its aim to provide additional
may be motivating a student’s inappropriate or problematic professional development to conduct better FBA-BIP
behavior (Lloyd et al., 2017). The goal of the FBA process processes.
is to identify the function, or the “why,” of a student’s
behavior to develop an intervention that prevents the occur-
rence of the problem behavior via changes to the anteced-
How Can PBIS Be Implemented in
ents and consequences of the behavior. An FBA should Schools?
result in creation of a behavior intervention plan (BIP) that There is no unified training protocol that all schools must
teaches replacement behaviors and implements preventa- follow to build PBIS practices. Instead, implementation
tive and intervention strategies (see https://pbismissouri. with fidelity involves addressing critical components in
org/tier-3-workbook-resources/foradditionalresources). planning, delivery, and evaluation. To guide state, dis-
trict, and school implementation, the Technical Assistance
What Is the Evidence Base for PBIS Center on Positive Behavioral Interventions and Supports,
funded by the U.S. Department of Education, OSEP, cre-
and Suspensions?
ated the PBIS Implementation Blueprint (OSEP Technical
Professional literature has identified several school-wide Assistance Center on Positive Behavioral Interventions
effects for schools implementing PBIS with fidelity, partic- and Supports, 2015). The Blueprint describes the PBIS
ularly in elementary school settings. Some of these effects implementation process, which includes six key imple-
are impactful and include improved school climate, mentation guidelines:
increased perceptions of school safety, improved academic
achievement, and importantly in the context of this article, •• Readiness and commitment agreements precede
reduced suspensions from school. Gage, Whitford, and implementation activities, including leadership
Katsiyannis (2018) conducted a systematic review of group- approval, staff buy-in (ideally >80% agreement),
based experimental studies evaluating the impact of PBIS and leadership teaming and coaching.
on the use of school suspensions and found a statistically •• Implementation moves forward and backward
significant and large reduction in schools implementing through a series of phases, including exploration and
PBIS compared with schools not implementing PBIS. More adoption, installation, initial implementation, full
recent research has used state-level data and found similar implementation, and sustainability.
results. For example, Gage, Lee, et al. (2018) examined the •• Implementation is directed and coordinated by a
impact of PBIS on suspensions in schools in Georgia and leadership team that has decision-making authority,
found significantly fewer in- and out-of-school suspensions representation of key stakeholders, recurring and
for schools implementing PBIS with fidelity. The results for sufficient resources based on a 3- to 5-year commit-
out-of-school suspensions have also been replicated in ment, and individuals both internal and external
Florida (Gage, Grasley-Boy, et al., 2018) and in California designated to coach implementation of the action
(Grasley-Boy et al., 2019). It is also noteworthy that these plan.
studies found that schools implementing PBIS with fidelity •• Support is in place for the development and mainte-
had fewer out-of-school suspensions for vulnerable groups nance of implementation demonstrations, including
of students, including Black students and students with dis- implementing core features with high fidelity and
abilities (see Gage, Grasley-Boy, et al., 2018). improved student outcomes.
In collaboration with the external coach, OSES PBIS •• Local implementation capacity includes ongoing
team members focused on devising specific universal, sec- professional development, data-driven decision-
ondary, and tertiary actions that could reduce the use of making, fluent PBIS practice expertise with existing
school suspensions. They took two main actions. First, they personnel, and supporting institutional policy state-
developed three school-wide behavioral expectations, “Be ments and procedures.
Safe,” “Be Respectful,” and “Be Responsible,” and behav- •• A leadership team develops and works from a data-
ioral routine matrices for classrooms, the cafeteria, hall- based 3- to 5-year action plan that includes prepa-
ways, and the playground. Second, they convened a data ration for new implementation, sustaining high
review team that examined ODRs monthly and made recom- fidelity, formative and summative data collection,
mendations for additional supports. As one area of support, and use for current and future action planning (OSEP
OSES PBIS team members decided to identify specific Technical Assistance Center on Positive Behavioral
teachers to receive CICO mentor training. Creation of an Interventions and Supports, 2015).
136 Beyond Behavior 29(3)

Implementation Resources praise, using active supervision, and prompting for behav-
ioral expectations should be used in hallways, cafeterias, and
Detailed guidance on the full PBIS implementation pro- during recess. Research suggests that many ODRs originate
cess is beyond the scope of this article, but a number of from nonclassroom settings and result in suspensions.
organizations have developed efficient statewide imple- Therefore, research- or evidence-based universal behavior
mentation systems and provide resources for schools, dis- management practices can also be implemented in those set-
tricts, and other state-level implementation efforts. For tings to prevent the occurrence of behaviors such as fighting
example, the Florida PBIS project (https://flpbis.cbcs. that often result in student suspensions.
usf.edu/), a program of the Florida Center for Inclusive
Communities at the University of South Florida, provides
training and technical assistance at the district-level to Teaching School-Wide Expectations
support the development and implementation of PBIS at In addition to implementing research- or evidence-based
the school-wide (Tier 1), classroom, targeted group (Tier 2), school-wide behavior management practices, schools can
and individual student (Tier 3) levels. To build local capac- create consistent opportunities for teaching school-wide
ity for implementing PBIS, the FLPBIS Project engages expectations to students. Developing social/behavioral cur-
in coaching, evaluation, and data-based problem-solving riculum for teaching expected behaviors is a critical compo-
with district leaders, who then coach school-based leaders, nent of universal PBIS implementation. The logic behind
who coach teachers, and who then coach students and the development of a social/behavioral curriculum is the
families. Other state implementation efforts are conducted same as reading and math curriculum; teachers should not
either through the respective state departments of educa- assume students know how to perform the expected skills,
tion, as in Georgia and Missouri, or statewide district coali- but instead purposefully teach the expected skills. One
tions, as in California. The OSEP Technical Assistance effective approach is to develop a series of behavioral
Center on Positive Behavioral Interventions and Supports matrices (as previously noted) based on school-wide expec-
provides contact for assistance for all regions and states tations and create social skill lesson plans and implement
(see https://www.pbis.org/about/pbis-state-coordinators). the lesson plans using direct instruction. In elementary
Table 1 provides a short list of available and free PBIS schools, these lessons can be enacted during whole group
implementation resources. sessions, such as morning meetings (Kriete & Davis, 2014).
However, all school staff can teach social skill lesson plans
What Are Some Recommendations throughout the school. For example, during the first week of
school, cafeteria staff could teach a quick and explicit les-
for Implementing PBIS?
son, based on a cafeteria behavior matrix (see Figure 1), in
For schools beginning to implement universal PBIS and which they show students how to stay in their assigned area,
focusing on reducing suspensions, we have created a series speak to their tablemates with inside voices, eat and touch
of recommendations and resources to increase the likeli- only their own food, and keep their area clean. Teachers
hood of success (please see Table 2). We focus exclusively would also have this matrix in class and regularly review it
on universal (Tier 1) practices because (a) research supports with the class during morning meeting or before leaving for
the impact of universal implementation with fidelity on lunch (i.e., precorrection). The matrix can also be posted in
reductions of suspensions and (b) Tier 2 and Tier 3 sup- visible spots in the cafeteria to act as a reminder for students
ports, by design, should directly address suspensions. and adults.

Proactive Classroom Management Practices Reinforcing Appropriate Behavior

First, schools can focus on the implementation of proactive Next, schools must develop school-wide systematic
school-wide and classroom management practices. A num- approaches to reinforcing appropriate behavior. Often,
ber of text-based resources are available to help practitioners these systems are school-wide token economies, where stu-
develop efficient and effective classroom management prac- dents are “caught being good” or displaying an expected
tices (e.g., Knoster, 2014). A very useful web-based resource behavior and receiving a token (e.g., school bucks) that can
is available from the Missouri Schoolwide Positive Behavior be “cashed in” for a reinforcer. PBISApps, a nonprofit orga-
Supports. It provides clear definitions of critical research- or nization developed and operated by faculty at the University
evidence-based practices (e.g., increasing behavior-specific of Oregon, provides five recommendations for school per-
praise), workbooks, and recorded webinars (http://pbismis- sonnel to consider. First, do not bribe students, such as “I’ll
souri.org/tier-1-effective-classroom-practices/). We believe give you this school buck if you line up in a straight line.”
that these same practices can be used beyond the classroom, Second, do not make it all about getting “a thing.” Third,
school wide. For example, increasing behavior-specific specifically state the behavior the student exhibited to earn
Gage et al. 137

Table 1. Example of Free Resources Across Positive Behavioral Interventions and Supports (PBIS) Tiers.

Tier Resource Location

General information OSEP PBIS Technical Assistance •• https://www.pbis.org
Center
Overview of PBIS in the school •• https://www.pbis.org/topics/school-wide
•• http://www.rtinetwork.org/learn/behavior-supports
PBIS state contact information •• https://www.pbis.org/about/pbis-state-coordinators
State-level examples and •• https://pbismissouri.org/
resources •• http://flpbis.cbcs.usf.edu
Class and individual reinforcers •• https://www.interventioncentral.org/behavioral-intervention-
and interventions, modification
communication, school-wide •• http://toughkid.com/tk-products/tktoolbox.html
and classroom management,
bullying prevention
PBIS: Implementers’ blueprint and •• https://www.pbis.org/resource/pbis-implementation-blueprint
self-assessment
Tier 1 Classroom management •• IRIS Center Classroom Management Module:
resources ○ https://iris.peabody.vanderbilt.edu/module/beh1/
•• Class-Wide Function-Related Intervention Teams:
○ https://cwfit.ku.edu/
○ https://www.pbis.org/common/cms/files/pbisresources/
Supporting%20and%20Responding%20to%20Behavior.pdf
Universal social skills •• https://www.pbis.org/Common/Cms/files/pbisresources/
TeachingSocialEmotionalCompetenciesWithinAPBISFramework.pdf
•• https://www.wallacefoundation.org/knowledge-center/social-and-
emotional-learning/pages/default.aspx
•• Social and emotional learning interventions under the Every
Student Succeeds Act: https://www.rand.org/pubs/research_
reports/RR2133.html
Data tracking, decision-making •• SWIS https://www.pbisapps.org/Applications/Pages/SWIS-Suite.aspx
tools •• ODR: https://files.eric.ed.gov/fulltext/ED427438.pdf
•• Behavior screening: http://www.ci3t.org/screening
•• Counting, timing, sampling, ABC Cards, ODR
Morning meeting •• https://www.responsiveclassroom.org/what-is-morning-meeting/
Expectations •• https://iris.peabody.vanderbilt.edu/module/ecbm/cresource/q1/p02/
Tier 2 General resources •• http://pbismissouri.org/tier-2-workbook-resources
Interventions •• CICO:
○ https://www.pbis.org/resource/check-in-check-out-a-targeted-
intervention
○ https://www.interventioncentral.org/behavior_management_
check_in_check_out
•• First Steps to Success: http://firststeptosuccess.org
Tier 3 General resources •• http://pbismissouri.org/tier-3-workbook-resources/
Interventions •• FBA BSP:
•• https://iris.peabody.vanderbilt.edu/module/fba/
•• https://www.pbis.org/resource/basic-fba-to-bsp-trainers-manual
•• https://pdxscholar.library.pdx.edu/cgi/viewcontent.
cgi?article=1000&context=sped_fac
Fidelity measures •• Benchmarks of Quality (BoQ):
•• https://www.pbis.org/resource/benchmarks-of-quality-boq-scoring-
form
•• Tiered Fidelity Inventory (TFI):
•• https://www.pbis.org/resource/tfi

Note. These resources are not comprehensive, but starting points for those interested for each tier. OSEP = Office of Special Education Programs,
U.S. Department of Education; SWIS = School-Wide Information System; ODR = office discipline referral; CICO = Check-In Check-Out;
FBA = functional behavior assessment; BSP = behavior support plans.
138 Beyond Behavior 29(3)

Table 2. Recommended Steps for Implementing Positive Behavioral Interventions and Supports.

Step Strategies for school-wide implementation

Proactive classroom •• Behavior-specific praise
management •• Active supervision in all areas
practices •• Restating (prompting) expectations for all areas (e.g., walk quietly in hallways)
•• Modeling expectations prior to situation (e.g., teacher shows students the
expected way to line up: hands to side, mouth closed, walking)
Teaching school- •• School staff decide on expectations for all areas (e.g., cafeteria, recess, hallways)
wide expectations •• Expectations are posted in visible areas (e.g., cafeteria)
•• Teachers model and practice with students the expectations in all areas (e.g.,
teacher practices hallway protocols in the hallway)
Reinforcing •• Use of token economy
appropriate •• “Catch students being good” and reinforce this behavior
behavior •• Behavior-specific praise
•• Reward appropriate behavior
Multiple data •• School-Wide Information System
sources •• Student Risk Screening Scale–Internalizing and Externalizing
•• When and where ODRs are highest
•• Behaviors leading to ODRs
Fidelity of •• External coaching
implementation •• Benchmarks of Quality
•• Tiered Fidelity Intervention

Note. ODRs = office discipline referrals.

the reward. Fourth, do not turn a group reward into an indi- use the SRSS-IE assessment as a universal screening tool to
vidual punishment. Finally, do not be a “one trick pony.” identify students who are at risk for behavioral problems
That is, mix up the systems and the rewards (see https:// (see http://www.ci3t.org/screeningforadditionalSRSS-IEre-
www.pbisapps.org/community/Pages/5-Ways-to-Reward- sources). Furthermore, school officials will likely see ben-
Students-the-Right-Way.aspxforacompletediscussion). By eficial results by (a) comparing their suspension rates with
teaching the expected behaviors to students, and then local, state, and national rates; (b) identifying students in
prompting and reinforcing those behaviors, students not need of additional supports based on more than one suspen-
only know what they are supposed to do but also are sion; and (c) creating school-wide goals for suspension
rewarded for it. These proactive strategies can reduce sus- rates.
pensions by reinforcing the appropriate behaviors, decreas-
ing the likelihood of the behaviors resulting in suspension.
Fidelity of Implementation
Finally, a school’s PBIS team can work with an external
Multiple Data Sources coach to evaluate the fidelity of school-wide implementa-
Also as previously noted, school teams need to use myriad tion of PBIS. Fidelity of implementation is essentially an
data sources to track school-wide progress reducing behav- assessment of how well a school did what they planned to
ioral incidents and identifying students in need of additional do and ensures that PBIS practices have been implemented
support. There are multiple approaches for screening and as they are intended to be. There are a number of fidelity
progress monitoring student behavior. For example, many of implementation tools that are freely available for
schools use the School-Wide Information System (SWIS; schools and teams to use. For example, the Benchmarks of
https://www.pbisapps.org/Applications/Pages/SWIS-Suite. Quality (BoQ; https://www.pbis.org/resource/the-revised-
aspx) to collect and track ODRs, including where the ODRs school-wide-pbs-benchmarks-of-quality-boq) is a self-
originated (e.g., classroom, hallway), what the behavior of assessment tool that teams, in consultation with an external
concern was, and what the consequence was (e.g., suspen- coach, can use to rate their universal (Tier 1) implementa-
sion). By tracking and regularly reviewing ODR data, tar- tion. The BoQ includes 53 items categorized into 10 criti-
geted prevention efforts can be developed to decrease cal elements, including effective procedures for dealing
problem behaviors where and when they typically occur. with discipline and classroom systems, with each item
Other screening approaches are also widely used to identify scored as (a) in place, (b) needs improvement, or (c) not in
individual students who may need additional support and be place. The BoQ assessment can be administered each
moved to Tier 2 or Tier 3. As noted previously, some schools spring to identify areas of success and those in need of
Gage et al. 139

improvement. Another useful fidelity of implementation References

instrument is the Tiered Fidelity Inventory (TFI; Algozzine Algozzine, B., Barrett, S., Eber, L., George, H., Horner, R.,
et al., 2014). Unlike the BoQ, the TFI provides implemen- Lewis, T., Putnam, B., Swain-Bradway, J., McIntosh, K., &
tation information for all three PBIS tiers, which can be Sugai, G. (2014). School-wide PBIS tiered fidelity inventory.
used separately or in combination with the level of imple- OSEP Technical Assistance Center on Positive Behavioral
mentation a school is at. The TFI includes 45 items across Interventions and Supports. www.pbis.org
the three tiers of implementation, with each item scored Anderson, K. P., Ritter, G. W., & Zamarro, G. (2019). Understanding
from 0 (not in place) to 2 (in place). a vicious cycle: The relationship between student discipline
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OSES PBIS team members completed their first year of
251–262. http://doi.org/10.3102/0013189X19848720
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Bradley, R., Doolittle, J., & Bartolotta, R. (2008). Building on
marked improvement in student behavioral performance. In the data and adding to the discussion: The experiences and
March, the PBIS team, in consultation with their external outcomes of students with emotional disturbance. Journal of
coach, completed the BoQ and received an implementation Behavioral Education, 17(1), 4–23. http://doi.org/10.1007/
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they are planning classroom management professional behavioral prevention. Journal of Emotional and Behavioral
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Conley, K., Kittelman, A., Massar, M., & McIntosh, K. (2018).
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What are patterns and predictors of CICO participation in
suspension data and found that suspensions had decreased
U.S. schools? OSEP Technical Assistance Center on Positive
by 30% from the prior year and that all students they iden- Behavioral Interventions and Supports. https://www.pbis.org/
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supports on discipline in Florida. Journal of Positive Behavior
Research indicates that implementing PBIS with fidelity can
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have a significant and meaningful impact on reducing sus- Gage, N. A., Lee, A., Grasley-Boy, N., & Peshak George, H. (2018).
pensions (Gage, Grasley-Boy, et al., 2018; Gage, Lee, et al., The impact of school-wide positive behavior interventions
2018). Although no universal scale-up support program and supports on school suspensions: A statewide quasi-exper-
exists, schools in every state have access to some level of imental analysis. Journal of Positive Behavior Interventions,
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Assistance Center. Unlike other school-wide prevention and Gage, N. A., Whitford, D. K., & Katsiyannis, A. (2018). A review
intervention programs, most of the resources to assist with of school-wide positive behavior interventions and supports
PBIS implementation are freely available and with the sup- as a framework for reducing disciplinary exclusions. The
port of an external coach, can be used to build efficient and Journal of Special Education, 52(3), 142–151. http://doi.
org/0022466918767847
effective PBIS systems. PBIS implementation can decrease
Gage, N. A., Whitford, D. K., Katsiyannis, A., Adams, S., &
the number of school suspensions, which results in negative Jasper, A. (2019). National analysis of the disciplinary exclu-
short- and long-term consequences on students’ lives. As sion of black students with and without disabilities. Journal
such, PBIS should be implemented in schools that regularly of Child and Family Studies, 28, 1754–1764. https://doi.
utilize school suspensions to reduce the need for them. org/10.1007/s10826-019-01407-7
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Declaration of Conflicting Interests of SWPBIS on disciplinary exclusions for students with and
without disabilities. Exceptional Children, 86(1), 25–39.
The author(s) declared no potential conflicts of interest with respect
https://doi.org/10.1177/0014402919854196
to the research, authorship, and/or publication of this article.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining
the evidence base for school-wide positive behavior support.
Funding Focus on Exceptional Children, 42(8), 1–14. https://doi.
The author(s) disclosed receipt of the following financial support org/10.17161/foec.v42i8.6906
for the research, authorship, and/or publication of this article: The Horner, R. H., Sugai, G., & Lewis, T. (2007). Is school-wide
study was funded by U.S. Department of Education, Office of positive behavior support an evidence-based practice. https://
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