84.326S:
Center on Positive Behavioral Interventions and Supports

This document describes the project that received funding in Fiscal Year 2004 from the Office of Special Education Programs (OSEP), U.S. Department of Education, under its competition 84.326S, Center on Positive Behavioral Interventions and Supports. This funding is authorized by the Individuals with Disabilities Education Act (IDEA), our nation's special education law.

The Bigger Picture

NICHCY is pleased to make this listing available to you online. The listing comes from a longer publication with the incredibly long title of: Volume 3 of Discretionary Projects Supported by the Office of Special Education Programs under the Individuals with Disabilities Education Act, Fiscal Year 2004: Technical Assistance, Dissemination, Parent Information, and State Improvement.

Interested in what other Technical Assistance and Dissemination grants have been funded by OSEP in 2004? Please visit:
www.nichcy.org/directories/tad.asp

For an overview of OSEP's discretionary funding programs, and to find complete listings of all its program areas, competitions, and funded projects, please visit:
www.nichcy.org/directories/intro.asp

For a print copy of the complete Technical Assistance, Dissemination, Parent Information, and State Improvement directory (Volume 3), or any of the other directories (while supplies last), please contact Todd Fisk, the Directory/Database Manager, at:
tfisk@aed.org

84.326S
Center on Positive Behavioral Interventions and Supports

Purpose: This project will continue and expand a national technical assistance center on positive behavioral interventions and supports (PBIS). It will build from the technical, organizational, and collaborative accomplishments of the initial PBIS Center and address directly the need to solidify and expand the schoolwide positive behavior support (PBS) initiative.

Method: The Center will develop a "brokerage resource approach" to technical assistance that will facilitate expanded implementation of schoolwide PBS. Knowledge development and evaluation activities will focus on expanding: (a) the levels of effective schoolwide PBS to those students with the most extreme behavior support needs; (b) the contexts where schoolwide PBS is effective, to include the unique challenges in urban schools and high schools; and (c) the accessibility of schoolwide PBS practices, systems, and outcomes through a coordinated system of dissemination efforts. Activities will include: (a) identify and enhance knowledge about, and practical demonstration of, schoolwide PBS practices, systems, and outcomes along the three-tiered continuum (primary, secondary, tertiary); and (b) develop, conduct, and evaluate technical assistance and dissemination efforts that allow evidence-based practices to be implemented on a large scale with high durability and effectiveness. The Center will operate as a consortium with research collaborators and implementation collaborators from several universities and other types of organizations.

Products: Products will include: (a) an annual report examining the current status of schoolwide PBS implementation across the nation; (b) schoolwide PBS implemented in an least 4,000 schools across 35 states/districts; (c) three programs of research development addressing function-based support at the secondary and tertiary levels, district-level implementation, implementation in urban settings, and implementation in high schools; (d) a state-of-the-science text synthesizing the empirical knowledge available related to schoolwide PBS; (e) annual reports identifying trends and themes in schoolwide PBS based on information from a national database on office discipline referrals and other discipline outcomes; (f) an accessible, bilingual Web site; (g) a brokerage resource approach to large-scale implementation of schoolwide PBS and development of at least six active brokerages; (h) five policy-relevant forums and conferences for PBS trainers, policymakers, and implementers, including at least one national conference; (i) 20 reports documenting knowledge, evaluation, and policy advances in schoolwide PBS; (j) dissemination of knowledge through multiple forums to ensure accessibility by teachers, families, administrators, policymakers, and researchers; and (k) development of active communities of practice through partnerships with relevant programs and national organizations.

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