The recent IES MTSS-B Trial offers insightful revelations for district and state leaders on the impact of Positive Behavioral Interventions and Supports (PBIS) within schools. Authored by Kent McIntosh, Keith Herman, Catherine Bradshaw, & Brandi Simonsen, the study delves into PBIS as a facet of the multi-tiered system of support for behavior (MTSS-B), specifically its effects on student behavioral and academic outcomes.
PBIS is not just a program but a comprehensive, evidence-based framework designed to foster positive behaviors, creating safe, predictable, and equitable learning environments. Over decades, PBIS has been refined and validated by research, showing its capacity to improve student behavior, achievement, and the overall school climate, while also reducing bullying and exclusionary discipline practices.
The IES MTSS-B Trial, a randomized controlled trial independent of PBIS developers, involved 89 elementary schools across nine districts. These schools were not previously implementing PBIS. Over two years, intervention schools received training and coaching in PBIS, focusing on Tier 1 and Tier 2 supports, including Check-In Check-Out (CICO) strategies for students needing additional behavioral support.
Key findings from the trial highlight that while PBIS led to significant improvements in behavior and reading scores for students with the most behavioral needs, the effects on the broader student population were not statistically significant. This nuanced outcome suggests that PBIS is particularly effective for students requiring the most support, underlining the importance of targeted interventions within a multi-tiered framework.
Furthermore, the study illuminated several critical takeaways for implementing PBIS and MTSS-B effectively:
- Extensive research indicates that PBIS can significantly enhance a range of student outcomes when implemented with fidelity.
- Tier 1 PBIS shows the most substantial benefits for students with the greatest needs, emphasizing the framework's capacity to provide inclusive, non-stigmatizing support.
- Improvements in academic achievement are contingent upon the quality of academic instruction, suggesting that PBIS facilitates a conducive learning environment rather than directly enhancing academic performance.
- Supporting teachers in adopting classroom PBIS practices is vital for fostering positive student outcomes, including improved classroom functioning and teacher-student relationships.
- Building district capacity is crucial for the sustainable success of PBIS, highlighting the need for systemic support at all levels of implementation.
This latest research underscores the effectiveness of PBIS for students with significant behavioral needs, while also pointing to the importance of quality instruction and systemic support for broadening its impact. It reaffirms the potential of PBIS to transform educational environments into spaces where all students can thrive, both behaviorally and academically.
For district and state leaders, the IES MTSS-B Trial serves as a compelling guide on harnessing the benefits of PBIS and MTSS-B. By prioritizing fidelity in implementation, supporting teacher practices, and establishing robust district capacity, leaders can significantly enhance student outcomes and foster a positive, inclusive school climate.
For more information, please follow this link.
