In this article, we provide an overview of School‐wide Positive Behavior Support (SWPBS), an approach to building protective school cultures and preventing the development of problem behavior through instruction, environmental redesign, and attention to systems‐level variables. We define the critical features of SWPBS within a prevention science lens, including identification of its conceptual foundations, proximal mediators of student outcomes, and current research base and goals. Given its evidence of effectiveness, we describe efforts and a research agenda in the area of sustainability of SWPBS, including a description of a proposed model of sustainability and a case study of statewide implementation with steps taken to promote sustained implementation. © 2009 Wiley Periodicals, Inc.

The Check in/ Check out (CICO) program was developed as a secondarylevel, targeted behavioral intervention in a three-tier preventative model of behavior support and has received empirical support as an effective way to reduce problem behaviors (Hawken & Horner, 2003; March & Horner, 2002). The purpose of the present study was to evaluate, post-implementation, the fidelity of implementation and effectiveness of the CICO program to reduce problem behavior when program training and implementation was managed by typical district personnel. Results indicate that the critical components of the program were implemented with fidelity across three elementary schools and that the program was effective in reducing the number of office discipline referrals for students who entered the program. Further, the program was perceived as being effective and efficient by district personnel. It is argued that the CICO program should be considered a viable targeted behavioral intervention with students for whom primary-level preventative measures are insufficient.

Dubowitz syndrome is a rare autosomal recessive disorder characterized by micorcephaly, short stature, abnormal faces, and mild to severe mental retardation. Growth retardation occurs both intrauterine and postnatal. Behavioral characteristics include hyperactivity, short attention span, and aggressiveness. Behavior problems include difficulty feeding, sleep disturbance, and bedwetting. Individuals with the disorder have displayed shyness, fear of crowds, and dislike of loud noises. A high-pitched or hoarse voice is common. Deficits have been found in speech and language skills, reasoning and memory skills, self-help skills, and psychomotor functioning. Ocular, dental, cutaneous, skeletal, cardiovascular, gastrointestinal, neurological, immunological, and hematological medical difficulties have been noted. Approximately 148 cases have been described in the literature. The cause of the disorder remains unknown, however, research suggests genetic origin. Past research emphasizes physical characteristics and medical complications. There is a lack of cognitive, behavioral, and psychological information available regarding the disorder. This article presents a review of the literature and provides assessment and treatment implications for the cognitive, behavioral, and psychological aspects of Dubowitz syndrome.KeywordsDubowitz; Syndrome; Autosomal; Recessive

Staff buy-in has been implicated as an important factor in the implementation of school-wide positive behavioral interventions and supports (SW-PBIS). However, most evidence related to buy-in is indirect and does not involve systematic measurement of buy-in. The purpose of the present study was to develop and evaluate a six-item measure of staff commitment to implement SW-PBIS. Responses were gathered from 1,218 teachers and staff working in schools at various stages of SW-PBIS implementation. Results showed strong evidence of internal consistency, construct validity, and content validity for the buy-in measure. There was a strong bias toward positive responding on the measure, but there were statistically significant differences that aligned with previous research (e.g., grade level of the school, role of respondents). In terms of concurrent validity, the relation between commitment and fidelity of implementation was as hypothesized, but the low number of schools and limited variability made the findings tentative.

No abstract