Improving Meaningful School and District Level Outcomes with PBIS matters because it changes what a BCBA notices when decisions have to hold up in school teams and classroom routines. In Improving Meaningful School and District Level Outcomes, for this course, the practical stakes show up in feasible school-based support, stronger collaboration, and better student participation, not in abstract discussion alone.
Provider: BehaviorLive — via BABAT
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Positive Behavioral Interventions and Supports (PBIS), which has been referred to as applied behavior analysis at scale (Horner & Sugai, 2015), is a framework for improving student and staff outcomes through applied behavior analytic interventions. This symposium will demonstrate how schools utilize PBIS to provide students and their families with tiered supports that positively impact equity by reducing discipline disproportionality, family-school partnerships, mental and behavioral health functioning, and decreases in out of district placements (ODPs) leading to reduced expenditures, as well as exclusionary discipline. Data-based case studies will be presented. One case study presentation will describe implementation of equity-focused PBIS in a school, along with students improved office discipline referral (ODR) risk ratio outcomes following implementation. Another will describe strategies for schools to partner with families across the tiers. Next, PBIS efforts at the school and district level to improve students' mental and behavioral health functioning will be reviewed. Additionally, one district will be described in which an analysis found that implementing PBIS with fidelity demonstrated reduced ODPs, resulting in saved funds that were used to hire additional behavior analysts.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1.5 | General |
Chelsea Salvatore, Ph.D., BCBA, LABA, is currently a postdoctoral fellow with the PBIS Team at May Institute in Massachusetts, where she primarily provides training, consultation, and technical assistance to schools on their PBIS implementation. Her research interests focus on behavioral and mental health supports within an MTSS framework, culturally responsive PBIS, and disproportionate exclusionary discipline among minoritized students.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
279 research articles with practitioner takeaways
252 research articles with practitioner takeaways
244 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.