School-wide Positive Behavior Support: Addressing Behavior Problems that Impede Student Learning

DOI 10.1007/s10648-006-9008-1 O R I G I NA L PA P E R

School-wide Positive Behavior Support: Addressing

Behavior Problems that Impede Student Learning

Ann P. Turnbull·Wayne Sailor·Donna Wickham· Peter Griggs·Shelly E. Beech

Published online: 30 June 2006 C

Springer Science+Business Media, Inc. 2006

Abstract The school-wide application of positive behavior support (PBS) is a prevention-oriented approach to student discipline that is characterized by its focus on defining and teaching behavioral expectations, rewarding appropriate behaviors, continual evaluation of its effectiveness, and the integration of supports for individuals, groups, the school as a whole, and school/family/community partnerships. Although school-wide PBS has been implemented in hundreds of schools thus far, many professionals in education and psychology remain, for the most part, unfamiliar with this proactive alternative for increasing positive student behavior. This article reviews the foundations and core components of school-wide PBS, provides a case example of the implementation and preliminary evaluation of school-wide PBS in an urban middle school, and summarizes critical issues and future research directions in this area of considerable importance to professionals in educational psychology and related fields.

Keywords Positive behavior interventions . School-wide PBS . Prevention . School-based interventions . Student discipline

J. S. Warren ()·H. M. Bohanon-Edmonson·A. P. Turnbull·W. Sailor·D. Wickham·P. Griggs University of Kansas,

Kansas, USA

e-mail: jared [email protected] S. E. Beech

Kansas City, Kansas Public Schools, Kansas, USA

J. S. Warren

Department of Psychology, Brigham Young University, 291 TLRB, Provo, UT, 84602 USA

H. M. Bohanon-Edmonson

Department of Special Education, Loyola University, Chicago, USA

Today’s educators face many challenges in their efforts to educate children and youth. Efforts to help students become proficient in reading, writing, math, science, the arts, and other academic areas are frequently conducted under conditions that are counterproductive to learning. For example, many schools face the challenging task of educating students whose behavior is a serious impediment to their own learning as well as that of others (Colvin, Kameenui, & Sugai,1993; Cotton, 1990; Dwyer, Osher, & Warger,1998; Quinn, Osher, Hoffman, & Hanley,1998). In a recent national survey of middle and high school teachers (Public Agenda,2004), 76% of teachers indicated that they would be better able to educate students if discipline problems were not so prevalent, and over a third of teachers reported having seriously considered quitting the teaching profession because student discipline and behavior was such a problem.

In meeting the academic needs of individuals with behavior problems, educators are also faced with the responsibility under the Individuals with Disabilities Education Act (1999) to consider the use of positive behavioral interventions and supports in the development, review, or revision of an Individualized Education Plan (IEP) for any student whose behavior impedes the student’s learning or that of others. Although IDEA provides specific guidelines for addressing the “impeding” behavior of students in special education (Turnbull, Wilcox, & Stowe,2001), prevention-minded educators recognize that such positive behavioral in-terventions might be most efficiently used as a proactive measure to promote appropriate behavior in all students.

In an effort to address behavioral issues that impede the learning process, many schools have become increasingly interested in using proactive school-wide behavior support systems that promote positive, safe, cooperative student behavior. The school-wide ap-plication of positive behavior support (PBS), also known as effective behavior support (Lewis & Sugai,1999; Lewis, Sugai, & Colvin,1998; Todd, Horner, Sugai, & Sprague,

1999), is one such prevention-minded approach to student discipline that is character-ized by its focus on defining and teaching behavioral expectations, rewarding appropri-ate behaviors, continual evaluation of its effectiveness, and the integration of supports for individuals, groups, the school as a whole, and school/family/community partner-ships. Although applications of school-wide PBS have increased dramatically over the past decade in some areas of the United States, many educators and school psychol-ogists remain unfamiliar with this burgeoning area of applied research. This article re-views the foundations and core components of school-wide applications of PBS, provides a case example of the implementation and preliminary evaluation of school-wide PBS in an urban middle school, and summarizes critical issues and future research directions in this area of considerable importance to professionals in educational psychology and related fields.

Foundations of PBS

Positive behavior support has been described as an integration of behavioral science, valued outcomes, practical and empirically supported procedures, and a systems perspective (Sugai et al.,2000). More specifically, PBS is an applied science that uses educational methods to help individuals develop more socially appropriate behavior while also facilitating change in the broader social systems that influence the individual’s behavior and general quality of life (Carr et al.,2002). The impetus for the emergence of PBS was the desire to employ a more person-centered alternative to aversive interventions used with individuals with develop-mental disabilities who demonstrated severe forms of self-injurious behavior and aggression

(Durand & Carr,1985; Meyer & Evans,1989). With its roots in applied behavior analysis, PBS for individuals also integrates features of the normalization/inclusion movement and emphasizes self-determination and person-centered planning. Other core characteristics of the PBS approach include the importance of maximizing stakeholder participation, an em-phasis on prevention, the application of science to real-life settings, and ongoing assessment to allow for continual evaluation and refinement of interventions. Although these elements are not unique to the PBS approach, proponents emphasize that the integration of these and other features into a cohesive whole is what makes this approach particularly unique and effective (Carr et al.,2002). Since its emergence as an approach to increasing adaptive be-haviors in individuals with developmental disabilities, PBS has more recently been applied in broader contexts to promote prosocial behaviors and minimize problem behaviors.

School-Wide PBS

George Sugai, Rob Horner, and colleagues at the University of Oregon were among the first to apply systematically many of the defining components of PBS to address behavior prob-lems on a system-wide level in school settings (Colvin, Sugai, & Kameenui,1994; Sugai & Horner,2002; Sugai et al.,2000). Consistent with the PBS features noted above, key components of school-wide implementation of PBS typically include the following: (a) a team composed of representative school staff, administrators, parents, and other stakeholders is established to guide the planning process, (b) school-wide behavioral rules or expecta-tions are defined, (c) appropriate behavioral expectaexpecta-tions are directly taught to students, (d) effective systems for acknowledging appropriate behaviors and discouraging inappropriate behaviors are established, and (e) the effectiveness of the program is continually monitored and evaluated (Colvin,1991; Colvin, Sugai, & Kameenui,1994; Lewis & Sugai,1999). Throughout this process, interventions are targeted at a number of different levels, including the school as a whole, groups of students that may require more focused intervention, sup-ports for individual students with challenging behavior, and the facilitation of school, family, and community partnerships.

The establishment of a team of representative school staff, administrators, and parents serves a number of important purposes. In addition to ensuring representative input and over-sight by those affected by the school’s discipline efforts, team members develop particular expertise in PBS procedures. Regular planning meetings and a standard system for commu-nication among team members facilitate the process of identifying the school’s needs, allow team members to coordinate interventions that meet the needs of staff and students, and protect the team’s efforts and momentum from conflicts with other school activities (Lewis & Sugai,1999).

Under the direction of the school’s PBS team, and with input from teachers, students, and parents, a clearly and positively stated list of behavioral expectations is developed based on commonly occurring problems at the school. This list of expectations is stated in positive, observable terms, and consists of no more than 3–5 brief statements. These expectations help to operationalize the school’s mission statement and serve as replacement behaviors for what students are typically told not to do. For example, schools have developed expectations such as “Respect Yourself, Respect Others, and Respect Property,” or “Be Respectful, Be Cooperative, Be Safe, Be Kind, and Be Peaceful” (Colvin, Sugai, & Kameenui,1994; Lewis & Sugai,1999; Lewis, Sugai, & Colvin,1998).

Once behavioral expectations have been defined, they must be taught effectively to stu-dents. The teaching of behavioral expectations includes at a minimum: (a) didactic instruction

on the expectations and how they apply in various settings around the school, (b) a demon-stration of appropriate behavior and social skills, and (c) opportunities for students to practice these skills through role-plays and in-vivo situations in different settings within the school and with a variety of people (Sugai & Lewis,1996). Positive and negative examples can be provided to help students learn to discriminate between expected behaviors and rule viola-tions. Teachers provide appropriate feedback to students during instruction and point out to students the positive examples of expected behavior demonstrated by their peers (Colvin, Sugai, & Kameenui,1994).

As instruction alone is insufficient to ensure the maintenance of expected behaviors, pro-cedures for reinforcing such behaviors are essential to any school-wide discipline program. This encouragement may come in many forms. In addition to praise and acknowledgement of appropriate student behavior by school staff, many schools using a PBS approach also make use of token systems or prize coupons to provide increased incentives for positive behavior (Lewis & Sugai,1999). For example, all teachers can be given tickets or “Gotcha” coupons for distribution to students they observe complying with the school’s behavioral expectations. Coupons may be subsequently “cashed in” for prizes or special privileges. Although the tangible rewards provided are a considerable motivation for many students, the critical component of such a system involves the social acknowledgement and definition of appropriate behavior (i.e., when a teacher states upon giving a token “You did a great job of being respectful by raising your hand.”) (Lewis & Sugai,1999). In addition to the specific reward systems mentioned above, schools can be creative in designing their own ways of acknowledging appropriate student behaviors that are especially suited to the characteristics of the school.

Finally, an essential part of school-wide PBS efforts is the consistent use of data to inform and guide the intervention. For example, schools may initially wish to examine existing data on student office discipline referrals, the reasons for such referrals, and times or locations where inappropriate student behaviors occur most frequently. The PBS team should identify a number of relevant discipline outcomes that will be monitored on a regular basis and used to judge the effectiveness of the intervention. Procedures for record keeping and data collection should be established beforehand, as well as guidelines for the dissemination of results (Colvin, Sugai, & Kameenui,1994). In summary, the procedures noted above provide the structure for most school-wide PBS efforts, but they represent only a general framework of potentially useful procedures for schools. As evidenced in the case example that follows, each school brings unique challenges and obstacles, and school-wide discipline strategies must therefore take into account the unique characteristics and needs of each school.

Research into practice: PBS in an urban middle school

Interventions incorporating the principles of PBS have proved effective at a school-wide level in a number of settings (Colvin, Kameenui, & Sugai,1993; Colvin, Sugai, & Kameenui,

1994; Lewis, Sugai, & Colvin,1998; Lewis-Palmer, Sugai, & Larson,1999; Luiselli, Putnam, Handler, & Feinberg, 2005; Mayer & Sulzer-Azaroff, 1991; Sugai et al., 2000; Sugai, Sprague, Horner, & Walker,2000; Taylor-Greene et al.,1997; Todd, Horner, Sugai, & Colvin,

1999; Walker et al.,1996). However, these applications were limited primarily to middle-class suburban schools. As such, the following case example illustrates the implementation and preliminary evaluation of school-wide PBS in an urban middle school located in a

community characterized by poverty, crime, and limited social resources (Warren et al.,

2000).

The intervention took place in an inner-city middle school (approximately 737 students, grades 6–8) in a mid-western city. The student body included 41% of students from African-American families, 35% from Hispanic families, and 18% from European-African-American families. Approximately 80% of the student body received free lunch. In the year preceding the school-wide intervention, 42% of the student body received at least 5 office discipline referrals, and 81% received at least one office discipline referral.

Implementation

The researchers’ contact with the school began in August of Year 1, although the school-wide intervention per se did not begin until Year 2 at the beginning of the school year. From August–December of Year 1, researchers participated in school activities, developed relationships with staff, and formed a better understanding of the procedures and needs of the school. In January and February of Year 1, two training sessions of an hour-and-a-half each were provided on: (a) the fundamentals of PBS, (b) the fundamentals of functional behavioral assessment, (c) what the staff was currently doing with regard to behavior, and (d) the comparisons and contrasts of PBS with their current behavioral processes and policies.

The Year 1 process of rapport building was essential to the intervention because school personnel had initially indicated that they were not interested in adding “one more thing” to their workload. Researchers learned early on that cooperation from teachers and staff depended on the researchers’ demonstrating a sufficient understanding of the school’s unique challenges and characteristics. Researchers built rapport in a number of ways, some of which included assisting administrators in facilitating student assemblies, meeting with small groups of teachers to learn about the challenges that were unique to the school, sharing data on the school from teacher surveys, participating in a student vs. faculty basketball game, and providing behavioral support to five students identified by the school as needing special assistance. Once relationships were established and teachers recognized the benefits of using the PBS approach with individual students, teachers and administrators agreed to expand efforts to include a school-wide approach to increasing positive student behavior.

At the end of Year 1, administrators and teachers began to develop and define a short list of positively stated behavioral expectations for students at their school. These “Steps to Success,” as they were labeled by the school, were: (1) Be Responsible, (2) Be Respectful, (3) Be Ready to Learn, (4) Be Cooperative, and (5) Be Safe. Before the beginning of the next school year (Year 2), a two-day training session on individual and school-wide PBS was provided for a group of “key players” in the school, which included administrators, teachers, and parents who would be involved directly in the implementation of PBS. This group consisted primarily of self-selected individuals who had expressed a desire to help the school succeed in its efforts to remove behavioral impediments to school learning.

As part of this training, teachers and administrators developed outlines for lesson plans to teach the five behavioral expectations to all students. These lesson plans provided instructions on how the five behavioral expectations could be demonstrated in a variety of school settings. For instance, examples showed how students could “Be Responsible” in the classroom, the cafeteria, the hallways, and so forth. An hour-and-a-half training was later provided to the entire school staff at the beginning of Year 2 on the school-wide expectations and the methods that would be used to teach these expectations to students.

After the behavioral expectations were introduced to all students at the beginning of Year 2, teachers made use of the lesson plan outlines to teach each of the behavioral expectations to their classes. Part of this instruction included direct modeling and practice of the behavioral expectations in different settings. For example, classes practiced incorrect and correct ways of safely and respectfully walking through the hallways. When necessary, more specialized instruction was provided throughout the school year for groups of students who required additional support. Teachers and students also incorporated the five expectations into their own “codes of conduct” (classroom rules) during the first part of the year. For the first five weeks, the school focused on teaching one expectation per week, both during school-wide morning announcements and within the individual classrooms.

In addition to directly teaching behavioral expectations to students, a system was es-tablished for rewarding students who demonstrated these expectations. Teachers awarded students with “positive behavior referrals,” tickets that noted the behavioral expectation demonstrated by the student. These tickets could be turned in during frequent drawings for special prizes. Students were allowed to choose from a wide selection of desirable prizes that ranged from stuffed animals to school supplies or extra gym time. A trophy case in a high-traffic area near the cafeteria displayed the names and pictures of students who won these prize drawings. During Year 2, a total of 4,282 positive behavior tickets were earned by students. Students received an average of six tickets each; each teacher and staff member, on average, awarded approximately 64 tickets during the year.

School-wide behavior support efforts were supplemented by the researchers’ continued involvement in training teachers in the use of PBS for individual students. These strategies included, when appropriate, altering the classroom environment, increasing choice-making for students, making curricular adaptations, reinforcing positive behaviors, and teaching replacement skills (Ruef, Higgins, Glaeser, & Patnode,1998). Continued staff training in how to use PBS approaches for individual students helped staff understand the function of student behavior and its multiple determinants, and understand the similarities between individual and school-wide PBS (e.g., providing supports that match the needs of the school or individual, examining outcomes and using data to design interventions, the value of school/family/community partnerships, etc.).

Similarly, researchers provided specialized training and assistance to individual teachers who requested special help with their classes. For example, one first-year teacher who struggled with the challenging behavior of one of her classes was helped to refine behavior management strategies in her classroom. Through supplementary instruction, role-playing, and practice sessions with students, she reported that her confidence as a teacher increased and problem behavior in her classroom was reduced. These ongoing consultations with individual teachers proved particularly important in enhancing and maintaining rapport with the school staff.

Finally, the researchers trained teachers and administrators to become self-sufficient in the application and evaluation of school-wide PBS. As a result, researchers helped school personnel identify and train additional school personnel who could act as PBS “mentors” or facilitators once the researchers’ involvement was phased out. Part of this process also included helping the school to form partnerships with community agencies that could poten-tially provide funding and support for their continued PBS efforts. In addition, researchers shared outcome data with teachers, administrators, and community members throughout the course of the study. These data were used by staff to plan and modify subsequent inter-ventions. Researchers also provided staff with technical assistance that taught them how to obtain and display relevant data from the discipline tracking system used by the school district.

Fig. 1 Disciplinary outcomes: Totals for Year 1 and Year 2

Evaluation

As part of the preliminary evaluation of school-wide PBS efforts at the school, disciplinary outcomes (including office referrals, in-school conferences, time-outs, in-school suspen-sions, short-term suspensuspen-sions, and out-of-school placements) were compared from Year 1 to Year 2. Results indicated significant decreases in most major categories used by the school to track problem behavior (see Fig.1). The total number of office discipline referrals decreased by 20%, in-school conferences with students (discussing with student his/her problem behavior) decreased by 17%, time-outs (student required to sit in the office for a period of time) decreased by 23%, in-school suspensions (student works on assignments in supervised workroom) decreased by 5%, short-term suspensions (student out of school for 1-5 days) decreased by 57%, and out-of-school placements remained the same.

Not reflected in these data are the subjective reports from teachers and administrators regarding the change in school climate and teachers’ philosophy toward student behavior. Not only did teachers recognize an improvement in overall student behavior, but many also stated that they now approached students’ problem behavior much differently than in the past. An article in the local newspaper also described the success of PBS efforts at the school. One administrator noted that, in addition to the success observed in terms of school-wide discipline and teacher satisfaction, “Parents are very happy, too – they’ve never had this kind of support before from our school. And I haven’t received any complaints from our students.” (Johnson,2000). The school district’s newsletter also featured the PBS efforts at the school with one administrator describing the results as follows, “We’re not perfect, but we’re making such an impact. The staff has really bought into this program. It has been very positive for everyone” (Central students rewarded for good behavior,2000).

Regrettably, preliminary gains in many of the outcomes used to track disciplinary proce-dures were not sustained in Year 3 of the study. As described in greater detail by Warren et al. (2003), several factors outside the control of researchers appeared to combine to “sabotage” the maintenance of gains attributed to school-wide PBS efforts. Among these factors were the implementation of a new “zero tolerance” policy involving increased punishments for certain behavioral infractions without accompanying efforts at remediation, a breakdown

in administrative efforts to teach behavioral expectations, less frequent reinforcement of appropriate student behaviors through the use of “positive behavior referrals,” and the intro-duction of a school uniform policy that resulted in considerable conflict and power struggles between teachers and students. The majority of the increase in office discipline referrals in Year 3 was attributed to student uniform infractions. To the school’s credit, their continued use of school-wide PBS strategies to monitor behavioral outcomes facilitated the process of identifying the undesirable impact of some of the new policies and prompted policy revisions toward the end of Year 3 (Warren et al.,2003).

Overall, preliminary results from this sample intervention indicated that school-wide PBS efforts were effective in reducing office referrals and other disciplinary actions at the school. Not only were there fewer disciplinary actions required during Year 2 but such actions were proportionally less severe when they did occur compared to the previous year. For example, short-term suspensions were the second most common disciplinary action taken in response to an office referral during Year 1, but dropped to the fourth most common action in Year 2 (a 57% decrease overall). In fact, some school personnel initially questioned whether the decrease in office discipline referrals might be attributed to kicking the “troublemakers” out of school, although, in reality, far fewer students were suspended during Year 2. These findings suggest that school-wide PBS efforts not only decreased problem behavior overall, it also helped teachers and administrators learn more effective strategies for dealing with challenging behavior when it occurred.

Reflections

In examining the process of school-wide PBS implementation in this case example, a number of important observations and implications may be of use to educators, school psychologists, and other professionals interested in implementing school-wide PBS. First, researchers in the case example learned early on that building rapport with teachers and administrators and becoming aware of the school’s needs and unique culture was essential to the success of the intervention. As noted previously, although the school agreed to participate in the project, many teachers, overwhelmed with the challenges they faced on a day-to-day basis, resisted having “one more thing” added to their responsibilities. This response was not unexpected given the many challenges faced by teachers in such an environment. Therefore, efforts to earn the school’s trust were essential to gaining meaningful participation.

Another important implication of this case example is that school-wide PBS efforts can be effective in urban, inner-city schools that experience high base rates of problem behavior. As indicated by the number of students receiving free lunch (about 80%), this school was located in a community of predominantly low SES families, with many of the challenges and risk factors that typically accompany such an environment. Past re-search examining the effectiveness of school-wide PBS efforts focused primarily on schools in middle-class suburban communities with much lower base rates of disciplinary prob-lems (Colvin, Kameenui, & Sugai,1993; Lewis & Sugai,1999; Sugai & Horner,1994). The results of this case example extend the generalizability of school-wide PBS interven-tions to include schools with greater ethnic diversity and higher base rates of problem behavior.

Other important lessons were learned regarding the methods used to train school staff in PBS. To make training meetings more successful, object lessons were used that incorporated moderately novel and entertaining examples to help teachers reframe the way they viewed their own behavior and that of their students (Haley,1973; Knight,1998). For example, in

one training session, the presenter arranged for a number of “confederate” teachers to act out during the presentation and demonstrate noncompliance toward the presenter. Through this entertaining activity and its subsequent discussion, teachers reflected on the functionality of problem behavior in various contexts, and how student noncompliance may adversely affect teachers’ perceptions of students and their willingness to provide supports to students. Similarly, teachers were more responsive to training when presenters used “teacher-friendly” language in describing and implementing new procedures. During training on exploring the functionality of student behavior, for example, teachers felt more comfortable using words such as “hunch,” or “best guess,” than the word “hypothesis.” Another important part of providing supportive and effective staff trainings included identifying the needs of staff be-forehand and reinforcing what teachers and administrators were already doing well. Using these methods of instruction, researchers were able to maintain rapport by acknowledging the strengths of the school and demonstrating many of the foundational similarities be-tween PBS and some of the methods already used by the school, while at the same time helping school personnel develop more effective systems of addressing challenging student behavior.

Although no formal measures of the fidelity of PBS implementation are available for this case example, the data on positive behavior tickets lend some insight to this issue. The fact that teachers and staff gave out a mean of only 64 tickets each during the year is somewhat discouraging. However, the fact that over 4,000 tickets were awarded is im-pressive considering that no systematic method of reinforcing positive student behavior had existed previously. An examination of the distribution of tickets given out by each teacher indicated that approximately 72% of the positive behavior tickets were given out by 25% of the teachers and staff. In other words, it is evident that a minority of teachers and staff was responsible for the majority of tickets distributed. Although the number of tickets distributed by each teacher should not be taken as a valid measure of the fidelity of implementation of PBS (frequency of ticket distribution was left to the teacher’s dis-cretion), these data may suggest that the effect of the overall intervention may have been greater had more teachers been more generous in reinforcing the positive behavior of their students.

Finally, in spite of the observed reductions in disciplinary outcomes in Year 2 and the anecdotal reports from teachers and administrators regarding the school’s improvement, a number of limitations are associated with findings observed in the case example. First, as previously noted, a decrease in disciplinary outcomes may not necessarily be indicative of in-creased positive student behavior. Other factors such as teachers’ perceptions or tolerance of student behavior may be partly responsible for the observed outcomes. In addition, the lack of a matched comparison school in this project limits confidence that changes in Year 2 resulted solely from the implementation of PBS efforts at the school. In spite of these limitations, it is noteworthy that many of the teachers and administrators who were initially resistant to par-ticipating in this project attributed the observed improvements in Year 2 to PBS efforts at the school.

Future directions: School-Wide PBS research and practice

In spite of descriptions and documented success of school-wide PBS in a variety of settings (Anderson & Kincaid,2005; Colvin, Kameenui, & Sugai,1993; Colvin, Sugai, & Kameenui,

1994; Lewis, Sugai, & Colvin,1998; Lewis-Palmer, Sugai, Larson,1999; Mayer & Sulzer-Azaroff,1991; Sugai & Horner,2002; Sugai et al.,2000; Taylor-Greene et al.,1997; Todd,

Horner, Sugai, & Colvin,1999; Walker et al.,1996), a number of issues warrant increased attention. First, although school-wide PBS has been implemented in over 500 schools across the country (Sugai & Horner,2002), these trials have been conducted almost exclusively in elementary, Jr. High, and middle schools. Only recently has school-wide PBS begun to be studied in high school settings, and considerable work remains to be done to understand how traditional school-wide PBS approaches must be modified to accommodate the needs and culture of high school settings (Bohanon-Edmonson et al.,in press).

Second, increased attention should be devoted to understanding and improving the inter-action between schools implementing PBS efforts and the broader systems in which they operate. Consistent with the foundational systems perspective of PBS, supportive interactions must be fostered with the school district, state educational system, social service agencies, and community stakeholders to maximize the likelihood that PBS efforts will be sustainable in the long-term (Warren et al.,2003). Freeman et al. (2005) have pioneered efforts for embedding PBS practices into developmental disability organizations and state agencies that serve children and families and have developed novel methods for training and dissemina-tion of PBS practices. The applicadissemina-tion of these efforts in school settings holds considerable promise but this work is still in its infancy.

Furthermore, although practically all studies of school-wide PBS report outcomes related to behavioral issues (such as reduction in office discipline referrals and suspensions), in-creased attention should be devoted to corresponding improvements in academic outcomes. It is reasonable to expect that decreased behavior problems will correspond with increased academic achievement; with fewer students losing instruction time due to office referrals and suspensions, and with less class time being sacrificed in responding to behavioral issues, opportunities for instruction and learning should be increased. Particularly in schools with high base-rates of problem behavior, evidence that school-wide PBS approaches help improve academic performance will provide increased justification for allocating funds toward school-wide PBS initiatives. Evidence for the link between school-wide PBS efforts and improved academic performance already exists (e.g., Luiselli et al.,2005), but more extensive research examining this relationship is needed.

Finally, it should be noted that the PBS approach is not without its detractors. With respect to the foundations of PBS and its description as an applied science, some have criticized the notion that there is anything new in the PBS approach, and have asserted that PBS was conceived to “promote the professional interests of a group of social and educational reformers” (Mulick & Butter,2005, p. 386). An evaluation of these claims is beyond the scope of this article; however, criticisms of the PBS approach appear to be focused primarily on the ways in which proponents compare and contrast the PBS approach with other behaviorally-based interventions, not on the PBS approaches themselves or the values in which PBS is grounded.

In conclusion, the school-wide application of positive behavior support is an effective al-ternative to the reactive, punishment-oriented approaches historically used by many schools. Educators who make use of proactive PBS strategies are in compliance with established IDEA guidelines. They are more likely to achieve safer, more disciplined schools and produce teachers who focus more of their time on teaching rather than managing student misbehavior. Although school-wide PBS has been implemented in hundreds of schools thus far, many professionals in education and psychology remain, for the most part, unfamil-iar with this proactive alternative for increasing positive student behavior. With increased exposure and familiarity, it is hoped that more schools experience the benefits of using school-wide PBS strategies and proactively establish school environments more conducive to learning.

Acknowledgments The authors express appreciation to the following individuals from the Kansas City,

Kansas Public Schools for their valued contributions to this work: Jim Antos, Nancy Hale, Karen Moorman, Denise Smerchek, and Phyllis Whiteside.

The preparation of this article was supported by the NIDRR Rehabilitation Research and Training Center on Positive Behavioral Support, Grant H133B980005, and the OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports, Grant H326S980003 from the U.S. Department of Education. However, no endorsement by any supporting agency should be inferred.

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