Following an established REL Northeast & Islands research protocol, we conducted a search for recent research on Positive Behavioral Inerventions and Supports (PBIS). We focused on identifying resources that specifically addressed research on PBIS at the preschool level. The sources searched included ERIC and other federally funded databases and organizations, academic research databases, and general Internet search engines (For details, please see the methods section at the end of this memo.)

We have not evaluated the quality of references and the resources provided in this response and we offer them only for your reference. Because our search for references is based on the most commonly used resources of research, it is not comprehensive and other relevant references and resources may exist.

Research References

1. Brillante, P., Nemeth, K. N. (2017). Teaching Emergent Bilingual Learners with Disabilities and Challenging Behaviors in Preschool. Journal of Multilingual Education Research, 7(5), 43-58.
   https://eric.ed.gov/?q=&id=EJ1176120
   From the abstract: “Challenging behaviors in young children can result from a variety of factors that may interact to make it difficult for teachers to find effective instructional solutions. The authors of this article provide an overview of research that focuses on understanding challenging behavior in young children. It describes a research-based model, the Pyramid model, intended to support the development of social competence in young children. Classroom practice suggestions with some vignettes are provided to illustrate how teachers may implement this model with children that experience challenging behaviors and ways in which their practice could be transformed. The article concludes with recommendations for teachers on different techniques they can use as proactive supports or interventions in order to prevent challenging behaviors from reoccurring in emergent bilingual preschoolers.”
2. Jolstead, K. A., Caldarella, P., Hansen, B., Korth, B. B., Williams, L., Kamps, D. (2017). Implementing Positive Behavior Support in Preschools: An Exploratory Study of CW- FIT Tier 1. Journal of Positive Behavior Interventions, 19(1) 48-60.
   https://eric.ed.gov/?q=&id=EJ1123735
   From the abstract: “Challenging behavior in preschool is a serious concern for teachers. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Class-Wide Function-Related Intervention Teams (CW-FIT) is a specific multi-tiered intervention for implementing effective classroom management strategies using PBIS practices. CW-FIT has been shown to be effective in elementary classrooms but has not yet been evaluated with younger age groups. CW-FIT Tier 1 is a group contingency utilizing social skills training, teacher praise, and positive reinforcement to improve student behavior. The present study examined the effects of CW-FIT Tier 1 implementation on student group on-task behavior and on teacher praise and reprimand rates in four preschool classrooms. A single-subject delayed multiple baseline design with embedded reversals was used to evaluate impact. Results indicated the intervention increased student group on-task behavior and teacher praise to reprimand ratios. Both teachers and children found CW-FIT Tier 1 to be socially valid. Limitations and implications of this study for researchers and practitioners are discussed.”
3. Solano, Jennifer M.(2018). Implementation of K-12 Positive Behavioral Interventions and Supports in Preschool Classrooms. California State University, Long Beach, ProQuest Dissertations Publishing, 2018. 10822704.
   https://search.proquest.com/openview/1d8be49e3a7e889d4ba6e8333650fe1a/1?pq-origsite=gscholar&cbl=18750&diss=y
   From the abstract: “The purpose of this study was to examine the impact of K-12 Positive Behavioral Interventions and Supports (PBIS) implementation in preschool classrooms. The PBIS program is a multi-tiered social-emotional and behavioral framework developed for the K-12 population and not for young children. Implementation of K-12 PBIS in preschool classrooms creates a contextual mismatch which may negatively affect outcomes such as teacher self-efficacy and student behavior. The Pyramid Model is a framework adapted from K-12 PBIS developed specifically for young children. This study used a logic model to examine the relationships among implementation fidelity, teacher sense of efficacy and student behavior. Three research questions asked the degree to which teachers trained in K-12 PBIS implement Pyramid Model key practices and how this relates to teacher self-efficacy and student behavior. A convenience sample of 20 preschool teachers trained in K-12 PBIS participated in this quantitative research. The Statistical Package for the Social Sciences was utilized to run descriptive, correlation and linear regression data analyses on data gathered through the Teaching Pyramid Observation Tool (TPOT), Teacher Sense of Efficacy Scale (TSES) and student behavior tallies. Results indicated that preschool teachers trained in K-12 PBIS implement 63% of Pyramid Model key practices. Implementation fidelity was not found to correlate with teacher self-efficacy, but was found to predict the iii frequency of inappropriate student behavior that occurs during child-directed activities. Implications of this study suggest that contextual fit matters when choosing an intervention model for young children. It is recommended that districts that implement K-12 PBIS with their K- 12 population separately implement the Pyramid Model in their preschool classrooms. Teachers should be trained in the key practices developed to support young students’ social-emotional and behavioral growth. Future research could compare preschool programs that implement K-12 PBIS with those that implement the Pyramid Model. Direct comparison of teacher and student outcomes within these two contexts could reveal important findings for policy and practice.”
4. Stanton-Chapman, T. L., Walker, V. L., Voorhees, M. D., Snell, M. E. (2016). The Evaluation of a Three-Tier Model of Positive Behavior Interventions and Supports for Preschoolers in Head Start. Remedial and Special Education, 37(6) 333-344.
   https://eric.ed.gov/?q=&id=EJ1119331
   From the abstract: “The purpose of this study was to evaluate the overall effectiveness of a three-tier model of positive behavior interventions and supports (PBIS), which was developed and tested in Head Start (HS) programs. Ten HS classrooms from five HS programs participated in the current study. Results indicated that PBIS was effective in improving classroom quality as evidenced by a statistically significant change on the classroom organization domain on the Classroom Assessment Scoring System and the overall score on the Early Childhood Environmental Rating Scale-Revised. We also found that children's social skills on the Social Skills Rating System significantly increased from the pre- to post-assessment whereas problem behaviors on the Child Behavior Checklist decreased. The data described here are encouraging and add to the expanding database supporting the value of the three-tier model of PBIS.”
5. Steed, E. A., Pomerleau, T., Muscott, H., Rohde, L. (2013). Program-Wide Positive Behavioral Interventions and Supports in Rural Preschools. Rural Special Education Quarterly, 32(1), 38-46.
   https://eric.ed.gov/?q=&id=EJ1147776
   From the abstract: “This article describes the quantitative findings from an evaluation of program-wide positive behavioral interventions and supports (PBIS) in three rural preschool programs. Each rural preschool program included children 3 through 5 years of age with and without disabilities. Following 3 years of on-site training, technical assistance, and coaching support in universal tier PBIS, participating preschool programs increased their use of strategies and supports to prevent young children's challenging behavior. Specific improvements in universal PBIS practices are presented across each year of the initiative. The successes and challenges involved in implementing program- wide PBIS in rural preschools are discussed.”

Additional Organizations to Consult

Positive Behavioral and Intervention Supports, Office of Special Education and Rehabilitative Services Technical Assistance Center. http://pbis.org
From the website: “A major focus for current policy and systems change efforts in education and mental health is the extent to which states are investing in practices and procedures that are supported by rigorous research evidence. Evidence-based practices have been demonstrated in formal research studies to be related to valued outcomes for children and their families.

A reasonable question is if School-wide Positive Behavior Interventions and Supports (PBIS) is an evidence-based practice. The purpose of this document is to lay out the current evidence assessing SWPBIS and the considerations that may be relevant for state, district and national decision-makers.”

Positive Behavioral and Intervention Supports, Office of Special Education and Rehabilitative Services Technical Assistance Center. https://www.pbis.org/community/early-childhood
From the website: “Positive behavioral interventions and supports (PBIS) in the context of early intervention, like PBIS in other contexts, is conceptualized best in the larger framework of prevention. The tiered model of prevention offers a hierarchy of prevention and intervention strategies with the intensity of the strategies geared to the level of perceived need. Fox and her colleagues (2003) described an application of a tiered prevention framework for young children. They presented the "teaching pyramid" as a continuum of supports and services designed to build social competence and prevent challenging behaviors for young children.”

The Pyramid Model Consortium. http://www.pyramidmodel.org
From the website: “Positive Behavior Support (PBS) refers to "an approach to behavior support that includes an ongoing process of research-based assessment, intervention, and data-based decision making focused on building social and other functional competencies, creating supportive contexts, and preventing the occurrence of problem behaviors" (Kincaid et al, in press). It should be regarded as the umbrella or science of behavior intervention that includes PBIS and the Pyramid Model. Positive Behavioral Interventions and Supports (PBIS) is a term that was introduced in the 1997 amendments to the Individuals with Disabilities Education Act (IDEA). When PBIS is implemented in the schools, it is referred to as School-Wide Positive Behavioral Interventions and Supports. Program-wide implementation of the Pyramid Model has also been referred to as Program-Wide Positive Behavior Support (PW-PBS) or Early Childhood Positive Behavior Support (EC PBS). All of those terms (e.g., PW-PBS, EC PBS, Pyramid Model) describe a multi-tiered application of PBS in early childhood programs such as public and private preschool programs, public and private child care, and Head Start.”

Methods

Keywords and Search Strings

The following keywords and search strings were used to search the reference databases and other sources:

PBIS Preschool

Positive behavior interventions and supports preschool

PBIS early childhood education

Positive behavior supports

Pyramid model

Databases and Resources

We searched ERIC for relevant resources. ERIC is a free online library of over 1.6 million citations of education research sponsored by the Institute of Education Sciences. Additionally, we searched Google Scholar and Google.

Reference Search and Selection Criteria

When we were searching and reviewing resources, we considered the following criteria:

Date of the publication: References and resources published for last 10 years, from 2009 to present, were included in the search and review.

Search Priorities of Reference Sources: Search priority is given to study reports, briefs, and other documents that are published and/or reviewed by IES and other federal or federally funded organizations, academic databases, including WWC, ERIC, and NCEE.

Methodology: The following methodological priorities/considerations were given in the review and selection of the references: (a) study types – randomized control trials, quasi experiments, surveys, descriptive data analyses, literature reviews, policy briefs, etc., generally in this order; (b) target population, samples (representativeness of the target population, sample size, volunteered or randomly selected, etc.), study duration, etc.; (c) limitations, generalizability of the findings and conclusions, etc.