Research & Training

This project improves service delivery to students identified at-risk for mental health needs by installing the Interconnected Systems Framework (ISF) in high implementing PBIS middle schools in Marion County. Training and technical assistance is provided to participating school teams in administrating universal screening, analyzing social, emotional and behavior data across all students, and engaging in problem-solving to implement evidence-based interventions matched to student need, including connecting students to the local mental health agencies for more intensive support. The outcomes of these model demonstration sites will help others in understanding the critical system components needed to successfully meet the needs of all students.

Contact: Heather George, PhD
Funder: U.S. Department of Education

Because significant behavior problems contribute to unsafe school environments and reductions in student performance, Florida Positive Behavioral Interventions and Supports (FLPBIS) is committed to providing training and technical assistance in developing and implementing sustainable positive behavioral interventions and supports (PBIS) to create systems that support effective practices that improve student outcomes and school climate. FLPBIS focuses on building the local capacity to prevent challenging behaviors and improve skills through team-based coaching, evaluation, and data-based problem-solving with district leaders across Florida.

Contact: Donald Kincaid, EdD
Funder: Florida Department of Education/U. S. Department of Education

The Program-Wide Positive Behavior Support project provides training and technical assistance to early childhood programs on the implementation of effective methods to promote children’s social emotional competence and effectively address challenging behavior.

Contact: Anna Winneker, PhD
Funder: Children’s Board of Hillsborough County

The Center on PBIS provides technical assistance to support all state educational agencies (SEAs), local educational agencies (LEAs), and schools in building their capacity to improve behavioral, academic, social, emotional, and mental health outcomes, including for students with or at-risk for disabilities, enhance school climate and school safety, and improve teacher health and wellbeing through implementation of the evidence-based PBIS framework.

Contact: Heather George, PhD
Funder: University of Oregon/U.S. Department of Education