Adaptation of Universal Behavioral Supports Within an Alternative Education Setting
School-wide PBIS cut restraint use in an alternative school and staff liked it—no extra staff needed.
01Research in Context
What this study did
A small alternative school tried school-wide PBIS for two years.
Staff used the same three-tier model regular schools use: teach rules, reward kids, track data.
They kept notes on restraints, seclusion, and staff opinions.
What they found
Restraint and seclusion dropped.
Teachers said the plan was easy and no extra hires were needed.
Kids with mixed needs stayed in class more.
How this fits with other research
Bowe et al. (1983) ran the Good Behavior Game in a normal grade-two class. Their idea grew into today’s full-school PBIS.
Poon (2013) also used a case study in a special school and saw staff get hurt less. Both papers show simple behavior plans help adults too.
Higgins et al. (2021) reviewed 20 studies and proved Behavioral Skills Training works for parents. The new study used the same coaching style with teachers, so the review covers the method behind the scenes.
Ampuero et al. (2025) found brief feedback trains staff faster than full BST. The school here saved time by folding training into daily meetings, matching the brief approach.
Why it matters
You can roll out PBIS in tough settings without new hires. Track restraints and staff views; both can move fast. Use quick coaching moments, not long workshops, to keep the team on board.
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02At a glance
03Original abstract
Alternative education (AE) settings support students with significant social–emotional and behavioral needs. Such settings often implement individualized programming; however, this presents challenges with staffing resources and training. Application of systems to address behavior on a schoolwide level could simplify training, increase staffing flexibility, and decrease use of crisis response procedures. This 2-year, descriptive case study provides an implementation example of universal behavioral supports based on a Positive Behavioral Interventions and Supports (PBIS) framework within an AE setting. Over the course of the study, a reduction in staff use of restraint and seclusion procedures was observed. Additionally, staff perceived the framework favorably. Implementation steps are described, along with differentiation of the framework to meet the needs of a heterogeneous student population within the context of the COVID-19 pandemic.
, 2022 · doi:n/a