A Systematic Review of Tier 1 PBIS Implementation in Alternative Education Settings

Abstract

Positive Behavioral Interventions and Supports (PBIS) is a multitiered system of support for behavior used in many schools across the world. Researchers have begun adapting and evaluating Tier 1 of PBIS for students placed in alternative education (AE) settings. The purpose of this review is to synthesize these evaluations. We systematically searched two electronic databases to find potential studies of Tier 1 PBIS in AE settings. We screened 47 full texts, 19 of which met all inclusion criteria. Most studies (16 of 19, 84%) evaluated student behavioral outcomes, while seven studies (37%) evaluated academic outcomes alone or in addition to behavioral measures. Overall, restraints and seclusions generally decreased following Tier 1 implementation, but behavioral incident changes were variable and academic outcomes only improved for students enrolled continuously throughout the studies. The findings of this review support the need for continued evaluations of Tier 1 in AE settings using more rigorous methodologies and metrics that account for rolling admissions. The observed reductions in restraints and seclusions are promising for students and practitioners given the poor outcomes associated with these consequences.

Adaptation of Universal Behavioral Supports Within an Alternative Education Setting

“…Integration of universal, Tier 1 practices within AE settings could potentially improve the efficiency and effectiveness of behavioral supports while also increasing opportunities for flexible staffing options. Implementation of Tier 1 PBIS in AE settings has been shown to increase on-task and prosocial behaviors, decrease problem behaviors, and decrease staff use of restraint and seclusion procedures (Farkas et al, 2012; Grasley-Boy et al, 2021; Griffiths et al, 2019; Simonsen et al, 2010).…”

“…More specifically, implementation of Tier 1 PBIS within AE settings has been associated with increases in on-task and prosocial behaviors, along with decreases in problem behaviors such as defiance and physical aggression ( Farkas et al, 2012 ; Griffiths et al, 2019 ; Simonsen et al, 2010 ). Results of a recent systematic review of 19 studies conducted by Grasley-Boy and colleagues (2021) indicated that use of restraint and seclusion procedures following implementation of PBIS within AE settings almost always decreased and continued on a decreasing trend over multiple years when evaluated over time. These results are particularly meaningful for practitioners working with students with significant behavioral needs, as such restrictive crisis procedures involve removing students from the classroom setting and can increase the likelihood of aggressive behaviors ( Magee & Ellis, 2001 ).…”

Positive behavioural support for children and young people with developmental disabilities in special education settings: A systematic review

“…To date, systematic reviews on PBS and its effectiveness have either focused on PBS implementation to support CYP with disabilities in various settings, including PBS implementation in non‐educational settings (Snell et al, 2005 ), aggregate reporting of studies conducted in both mainstream and special educational settings (Goh & Bambara, 2012 ; Noltemeyer et al, 2019 ), reporting of the implementation of one specific tier of support, such as Tier 1, in alternative settings (including juvenile justice facilities; Grasley‐Boy et al, 2020 ), or have focused on effectiveness of function‐based PBS for CYP diagnosed with specific conditions such as emotional and behavioural disorders (Lane et al, 2009 ). Some of these systematic reviews included data on the effectiveness of PBS in special education settings as part of the aggregate reporting of studies conducted in various settings for CYP with various diagnoses.…”

A quantitative evaluation of a regional Positive Behavioural Support workforce development approach

“…PBS applied as a systemic framework for broader service delivery and change appears to be more frequent in countries other than the United Kingdom (UK), such as the United States. Here, it is generally referred to as Positive Behaviour Interventions and Support and is commonly introduced on a school‐wide basis to enhance behavioural and academic outcomes for children and young people (e.g., Grasley‐Boy et al, 2020).…”