Effective Behavior and Instructional Support

  title={Effective Behavior and Instructional Support},
  author={Carol Sadler and George Sugai},
  journal={Journal of Positive Behavior Interventions},
  pages={35 - 46}
  • C. Sadler, G. Sugai
  • Published 1 January 2009
  • Psychology
  • Journal of Positive Behavior Interventions
The purpose of this article is to describe the development and 10-year implementation of the effective behavior and instructional support model in a midsized northwestern Oregon school district. The district experienced a sustained reduction in students' discipline referral rates, an increase in the percentage of students on track for early reading benchmarks, and an improvement in special education evaluation of learning disabilities. These important outcomes were associated with the… Expand

Figures and Tables from this paper

Scaling Up and Integrating Effective Behavioral and Instructional Support Systems (EBISS): A Study of One State’s Professional Development Efforts
Oregon’s Effective Behavioral and Instructional Support Systems (EBISS) initiative was implemented in 25 school districts. The initiative trained and coached district leaders and teachers in the useExpand
Professional development for classroom management: a review of the literature
ABSTRACT The ability of teachers to manage their classrooms is critical to achieving positive educational outcomes for students. Many teachers receive limited pre-service training in classroomExpand
Improving Classroom Behavior Through Effective Instruction: An Illustrative Program Example Using SRA FLEX Literacy
Research has demonstrated a strong positive correlation between behavior problems and low academic achievement. Student success and/or failures are in large part determined by how well teachersExpand
Effective behavioural and instructional support systems: an integrated approach to behaviour and academic support at the district level
In an effort to answer the call for improved behavioural and academic outcomes for students, many school districts across the nation are engaged in some aspect of reform. Through these reformExpand
A model for system‐wide collaboration to support integrated social behavior and literacy evidence‐based practices
In the face of dwindling financial resources, educational leaders are looking to refine resource allocation while maintaining a focus on improved student outcomes. This article presents initialExpand
School-Wide Positive Behavior Support and Students with Emotional/Behavioral Disorders: Implications for Prevention, Identification and Intervention
Special education continues to document the poor within and post-school outcomes among children and youth with Emotional/Behavioral Disorders (EBD). While the poor outcomes are due to a myriad ofExpand
The Impact of Positive Behavior Interventions and Supports on Teachers’ Perceptions of Teaching Conditions and Student Achievement
Previous research suggests that Positive Behavioral Interventions and Supports (PBIS) can reduce student disciplinary office referrals and out-of-school suspensions, especially when implemented withExpand
Academic Achievement and School-Wide Positive Behavior Supports
School-wide positive behavior supports (SWPBS) is designed to improve learning environments by increasing the (a) amount of time students are in school (e.g., decreased out-of-school suspensions),Expand
The Development of a Teacher-Rating Measure of Positive Behavior
Positive Behavior Interventions and Supports (PBIS) is a systems-level prevention model for problem behavior in K-12 schools. As the number of schools implementing PBIS continues to increase, so doesExpand
Secondary-Tier Interventions and Supports
Implementing a continuum of schoolwide positive behavior support (SW-PBS) from least to most intensive is recommended to prevent and respond to problem behavior in school settings (Walker et al.,Expand


Applying Positive Behavior Support and Functional Behavioral Assessment in Schools
Positive behavior support (PBS) and functional behavioral assessment (FBA) are two significant concepts of the 1997 amendments to the Individuals with Disabilities Education Act. These two conceptsExpand
Reconceptualizing Behavior Management and School-Wide Discipline in General Education.
Schools face serious challenges in their attempts to educate children. Calls for instructional excellence, integration of students with diverse needs, and "doing more with less" make teachingExpand
Effective Behavior Support Implementation at the District Level
are Caucasian, Hispanic students currently form a rapidly growing group. Last year out of 164 new students, 120 were Hispanic. Tigard-Tualatin’s interest in EBS began in the 19951996 school year,Expand
A Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support
Educators and psychologists are concerned about problem behavior. Fortunately, effective interventions and practices have been documented for addressing this problem behavior. However, sustained andExpand
The Evolution of Discipline Practices: School-Wide Positive Behavior Supports
SUMMARY In response to public requests to improve the purpose and structure of discipline systems, schools have increased their emphases on “school-wide” positive behavior support. The thesis of thisExpand
Curriculum-Based Measurement: Assessing Special Children
A new volume focusing on the broader application of curriculum-based measurement, providing practical new measures, as well as detailing their use with specific student groups. Expand
Positive Behavior Supports: Can Schools Reshape Disciplinary Practices?
This literature review examines the use of school-based positive behavior support (PBS), an alternative to traditional disciplinary practices that includes databased decision making and teamExpand
Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems
In this introduction to the special issue, a response-to-instruction approach to learning disabilities (LD) identification is discussed. Then, an overview of the promise and the potential pitfalls ofExpand
Curriculum-Based Measurement: The Emerging Alternative
  • S. Deno
  • Psychology, Medicine
  • Exceptional children
  • 1985
Through standardizing observation of performance in the curriculum, CBM generates reliable data that is valid with respect to widely used indicators of achievement such as achievement test scores, age, program placement, and teachers' judgments of competence. Expand
The Use of Reading and Behavior Screening Measures to Predict Nonresponse to School-Wide Positive Behavior Support: A Longitudinal Analysis
This study involved a longitudinal analysis of academic skills and problem behavior through elementary school. The purposes of the study were (a) to explore the interactions between reading skillsExpand