Document Type
Article
Publication Date
Spring 2026
Abstract
Positive Behavior Interventions and Supports (PBIS) is a framework adopted by schools to proactively teach and reinforce expected and prosocial student behaviors. The framework is implemented across three tiers and provides opportunities for data collection to support decision-making at each level of intervention. PBIS emphasizes clear behavioral expectations, consistent reinforcement, and systematic responses to behavior within a schoolwide system (Simonsen et al., 2022; Meyer et al., 2021). Previous research suggests that when PBIS is implemented across all three tiers, the use of exclusionary disciplinary practices decreases for all students, with particularly notable effects for students with disabilities who are supported through Individualized Education Programs (IEPs) or 504 Plans. This study focused specifically on middle school students in grades 6–8. Data from two middle schools were collected, analyzed, and compared to examine the effectiveness of PBIS in different educational settings. Teacher and student surveys were used to capture perceptions of PBIS implementation, while classroom observations were conducted to assess the presence and use of PBIS components within general education classrooms.