Research

This page will have links or downloads of research that supports what we are doing as part of PB4L. Let us know if you come across anything that we can add here.
10/8/11 ﻿ Time Out School-Wide Positive Behavior Support and Students with Emotional/Behavioral Disorders: Implications for Prevention, Identification and Intervention By: **Lewis**, Timothy J.; Jones, Stacey E. L.; Horner, Robert H.. Exceptionality, v18 n2 p82-93 2010. (EJ881040) 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 of causes, three issues routinely emerge as problematic in the field. First, the need for early intervention and prevention has been well documented, and yet educators continue to struggle with building effective prevention systems. Second, a clear disconnect exists between the current federal definition of "seriously emotionally disturbed" and the educational focus and intent of the law leading to inconsistencies and under-identification of students and the adoption of a pathology model versus a strength-based educational model. Finally, the field continues to struggle with the implementation and sustained use of evidence-based practices within and across schools and school districts. The purpose of this article is to discuss how School-Wide Positive Behavior Support can assist in addressing the issues related to the prevention, educational identification and effective intervention implementation through its systemic logic, data-based decision making, and capacity building within and across schools. Research to date is reviewed with respect to addressing EBD challenges in school and implications for future research and practice are discussed.



Districtwide System for Providing Individual Student Support By: **Lewis** -Palmer, Teri; Bounds, Monica; **Sugai**, George. Assessment for Effective Intervention, v30 n1 p53-65 2004. (EJ793270) Although schools generally provide safe environments, teachers, staff, parents, and students are concerned with the rising level of disruptive, antisocial behavior (Horner, **Sugai**, **Lewis** -Palmer, & Todd, 2001). Only a relatively small number of students in a school building engage in the most serious and/or chronic problem behaviors. However, these students account for about 50% of the incidents handled by office staff and dominate a majority of staff time ( **Lewis** & **Sugai**, 1999; **Sugai** & Horner, 1994). Recent research recommends addressing individual student needs within a schoolwide discipline system. The purpose of this article was to provide an overview of individual student systems, identify guidelines for implementing a function-based model, and describe a case study of a district's attempts to build a comprehensive district-based individual student support systems cadre. (Contains 1 figure and 2 tables.)