Paul V. Sherlock Center on Disabilities, 600 Mount Pleasant Avenue, Rhode Island College, Providence, RI 02908, 401-456-8072
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Positive Behavioral Supports and Interventions (PBIS)
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RI Data

THE IMPORTANCE OF FIDELITY: A comparison of schools implementing PBIS with fidelity and schools not implementing with fidelity as measured by the SET (School-wide Evaluation Tool)

  Schools Implementing with Fidelity Schools Not Implementing with Fidelity
Attendance . Showed an increase in average annual attendance of 0.4% . No increase during same period
AYP (Annual Yearly Progress) . Twice as likely to meet AYP and 86% met AYP 2008-2009 . 44% met AYP during same period
Reading and Math Scores . 50% of schools implementing with fidelity had increased both reading and math scores . 19% of schools implementing PBIS, but not with fidelity, had increased both reading and math scores
Suspension Days . 29% of PBIS schools had a decrease in the number of out of school suspension days . 22% of PBIS schools had a decrease in the number of out of school suspension days


PBIS in Early Care and Education Centers
PBIS is just as relevant in early care and education centers/programs as it is for school-aged children (Kindergarten forward). Key social and emotional skills children need as they enter elementary school are: EC PBIS outcomes include building the capacity of early care and education programs to provide a continuum of support, improving discipline systems, increasing instructional time for learning, and social emotional and behavioral development.

Learn more..
Impact of School-Wide Positive Behavioral Interventions and Supports on: reading, writing, math, and reduction in challenging behaviors (2010) Download 2.3 MB (PDF)
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