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Hello. I'm a my school's co-facilitator for our Tier I PBIS team. I'm also getting my masters and doing some research on PBIS. I'm curious about the process of tracking inappropriate behaviors on the behavior reporting forms and the fidelity of implementing them. I have heard that it's a common problem that teachers often have different understandings of what behaviors warrant a minor form versus no form and are just teacher managed, as well as the difference between a minor behavior and a major one. Both the SAS and the SET have sections regarding the consistency of responding to inappropriate behaviors, it's a very important part of fidelity and implementation. I am looking for studies specifically on this topic and I have not been able to find many. Can anyone suggest studies relating to the effectiveness/importance of the consistency between teacher on how to respond to inappropriate behaviors? Thank you, Janaki Rao.
Thanks so much for your inquiry!
Here is a list of Tier 1 research you can access from the National TA Center on PBIS website: Tier 1 Research. The articles referenced may have some information within them regarding what you are looking for.
When teaching about the “basics” of PBIS implementation, one of the core practices is for staff to work together to define problem behaviors, determine which behaviors are to be handled by the teachers vs. administrator, and document/provide a transparent representation of what the discipline process looks like. This (in theory) promotes consistency among staff regarding problem behavior tracking and response.
Hope that helps!
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