Advanced Tiers in High School: Lessons Learned from Initial Implementation
The intent of this brief is to share lessons learned related to strengths and challenges that have influenced the initial implementation of advanced tiers of support for schools and lessons learned for district leaders and trainers to consider when supporting high schools.
Authors: Katherine Meyer, Susannah Everett, and Jen Freeman
Publication Date: April 2021
Publisher: Center on PBIS, University of Oregon
Behavioral Principles: The Basics of Understanding Student Behavior
This module examines the ABC (antecedent-behavior-consequence) model, which illustrates how environmental factors can influence behaviors before and after they occur. This module also explores other foundational concepts involved in understanding, addressing, and changing behavior.
Publisher: IRIS Center, Peabody College, Vanderbilt University
Building a Culture of Staff Wellness Through Multi-Tiered System of Supports
The purpose of this brief is to provide recommendations to district and school leadership teams on how the components of Positive Behavioral Interventions and Supports (PBIS) can be used to prioritize staff health and well-being.
Authors: Susan Barrett, Kimberly Yanek, Catherine Raulerson, Ami Flammini, and Nicholas Scheel
Publication Date: March 2021
Publisher: Center on PBIS, University of Oregon
EBP Brief Packet: Functional Behavior Assessment
This practice has been effective for preschoolers, elementary school learners, middle school learners, high schoolers, and young adults on the spectrum. The practice can be used to effectively address the following outcomes for a target goal/behavior/skill: academic/pre-academic, adaptive/self-help, behavior, cognitive, communication, and school readiness.
Authors: Ann Sam and AFIRM Team
Publication Date: Updated 2024
Publisher: UNC Frank Porter Graham Child Development Institute
Functional Behavioral Assessment (Elementary): Identifying the Reasons for Student Behavior
This module explores the importance of discovering the reasons that students engage in challenging behavior and outlines steps for conducting a functional behavioral assessment.
Publisher: IRIS Center, Peabody College, Vanderbilt University
High School Acknowledgement Systems
This practice brief is focused on effective ways to build an acknowledgement system that works in high school. It starts by suggesting why considering a formal acknowledgement system is appropriate in high school, and then reviews examples of strategies that have been demonstrated to be effective.
Authors: K. Brigid Flannery, Robert Horner, Patricia Hershfeldt, Stephanie Martinez, and Tamika La Salle
Publication Date: August 2020
Publisher: Center on PBIS, University of Oregon
Improving School Psychological Service Delivery Using the NASP Practice Model (Webinar)
NASP leaders and staff present a webinar describing the NASP Model for Comprehensive & Integrated School Psychological Services and the Excellence in School Psychological Services (ESPS) program. This version of the webinar is intended for audiences wishing to take a deeper dive into the practice model and ESPS program components.
Publication Date: 2022
Publisher: National Association of School Psychologists
Installing an Interconnected Systems Framework at the School Level: Recommendations and Examples to Guide School Leadership Teams, Practitioners and Coaches Introduction
This practice guide describes and illustrates how schools benefit from the integration of school mental health supports within the PBIS Framework. It includes how schools can strengthen their PBIS system by including families and community partners as they apply data-based decision-making to an expanded continuum of social-emotional-behavioral supports.
Authors: Lucille Eber, Erin Scherder, Catherine Raulerson, Dama Abshier, Kelly Perales, and Mark Weist
Publication Date: February 2021
Publisher: Center on PBIS, University of Oregon
Integrating a Trauma-Informed Approach within a PBIS Framework
This brief describes how district and school leaders can incorporate trauma-informed practices within a PBIS framework. This ensures investments in training school personnel about trauma can be incorporated into a system that links these efforts to student outcomes.
Authors: Lucille Eber, Susan Barrett, Nicholas Scheel, Ami Flammini, and Katie Pohlman
Publication Date: November 2020
Publisher: Center on PBIS, University of Oregon
Making the Time: Relationships Among the School Specialists
This study examined the relationships among school specialists; specifically, special education teachers; Child Study Team members, school psychologists and school social workers; and school counselors, who provide support to students with specific learning needs and their families.
Authors: Meredith Drew and Michelle Gonzalez
Publication Date: 2021
Publisher: School Community Journal
My Individualized Education Plan: Student IEP Template
This slideshow provides a template for students to talk about their strengths, what they struggle with, how they learn, and their personal goals for school. School psychologists can share this template with a student and help them customize it for an upcoming IEP meeting.
Publisher: National Association of School Psychologists
NASP Practice Model Implementation Guide
This guide is designed to help move toward the implementation of the NASP Practice Model Professional Practices and Organizational Principles by setting goals that best meet the needs of your school building, district, or state.
Publication Date: 2020
Publisher: National Association of School Psychologists
PBIS High School Implementation: Leveraging Features of the PBIS Framework to Support College and Career Readiness
The purpose of this brief is to provide guidance and concrete examples to school personnel of how schools can leverage an existing PBIS framework to support College and Career Readiness efficiently and effectively.
Authors: Jennifer Freeman, Laura Kern, Allison Lombardi, Mary Morningstar, and Valerie Mazzotti
Publication Date: March 2021
Publisher: Center on PBIS, University of Oregon
Related Services Providers: Important Contributors to the Accommodations Decision-Making Process
This brief suggests strategies for supporting related services providers so that they can participate more confidently as members of Individualized Education Program teams when decisions are made about instructional and assessment accommodations.
Authors: Sheryl Lazarus, Linda Goldstone, Martha Thurlow, and Gail Ghere
Publication Date: December 2021
Publisher: National Center on Educational Outcomes
Supporting PBIS Implementation Through Phases of Crisis Recovery
This practice brief provides strategies to guide implementation efforts through the various phase of crisis recovery for schools and districts that are getting started or strengthening and maintaining current implementation.
Authors: Steve Goodman, Jen Freeman, Brandi Simonsen, and Susan Barrett
Publication Date: February 2021
Publisher: Center on PBIS, University of Oregon
Talking to Children About Violence: Tips for Families and Educators
This handout explains caregivers and school personnel responsibility to help children and youth feel safe by establishing a sense of normalcy and security, reinforcing their natural resilience, and talking with them about their fears. It includes suggested points to emphasize when talking to children.
Publication Date: 2023
Publisher: National Association of School Psychologists
The Identification of Specific Learning Disabilities: A Summary of Research on Best Practices
This report summarizes research on the identification of SLD and makes recommendations for practice. It begins with a summary of the legal requirements for SLD identification and what constitutes a comprehensive evaluation. It then discusses the attributes of SLD according to different conceptual frameworks and reviews research on the reliability and validity of different methods for SLD identification that emanate from these frameworks. The report concludes with recommendations for best practice, regardless of the specific identification methods employed.
Authors: Jack M. Fletcher and Jeremy Miciak
Publication Date: 2019
Publisher: Meadows Center for Preventing Educational Risk
Tier 3 Comprehensive Functional Behavior Assessment (FBA) Guide
The purpose of this practice guide is to help teams conduct a comprehensive functional behavior assessment, develop a function-linked behavior intervention/support plan, and make data-based decisions.
Publication Date: January 2022
Publisher: Center on Positive Behavioral Interventions and Supports
Tier 3 Student-level Systems Guide
This guide explains how Tier 3 Student-level Systems support all students who are not responding to Tier 1 and Tier 2 supports and who would benefit from intensive strategies matched to individual student needs.
Publication Date: January 2022
Publisher: Center on Positive Behavioral Interventions and Supports
Who Are School Psychologists
This webpage describes school psychologists as uniquely qualified members of school teams that support students' ability to learn and teachers' ability to teach. They apply expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally.
Publisher: National Association of School Psychologists
Why Prioritize Behavior Support?
This brief describes why it is critical to continue to prioritize behavior support in addition to academic, social, and emotional supports. With effective behavior support implemented within a PBIS framework, rigorous research has demonstrated that students and educators experience positive outcomes.
Publication Date: March 2021
Publisher: Center on PBIS, University of Oregon