The effectiveness of Positive Behavioral Interventions and Supports (PBIS) in reducing major misbehavior has been demonstrated in many research studies. However, no research on the effects of PBIS on student behavior has been conducted in Quebec and other French-speaking regions. This study focuses on the results of PBIS implementation in Quebec schools in Canada. This article presents results following implementation in three secondary schools and one elementary school that recorded Office Discipline Referrals (ODRs) for the year preceding PBIS implementation and the following 3 years of PBIS implementation. An average annual rate of ODRs per student was calculated for each school and for each year. The results show a reduction in the average annual rate of ODRs per student in each of the 3 years following the implementation of PBIS. In total, there was a 78% reduction in the number of ODRs in Year 3 of PBIS across the four schools. The article also discusses the features of PBIS implementation in Quebec.
BissonnetteS. (2014).Efficacité des écoles et leadership des directions. L’un ne va pas sans l’autre! [School Effectiveness and Principal Leadership. You can’t have one without another!]. Education Canada, 54(5), 36–37.
2.
BissonnetteS.BouchardC.Saint-GeorgesN.GauthierC.BocquillonM. (2020). Un modèle de réponse à l’intervention comportementale: Le soutien au comportement positif (SCP) [A Response to Intervention Model for Behavior Management: Positive Behavioral Interventions and Supports (PBIS)]. Enfance en Difficulté [Children in Difficulty], 7, 131–152. https://doi.org/10.7202/1070386ar
3.
BocquillonM.BacoC. (2023, March). Positive behavior support in French–speaking Belgium: A novelty and a challenge [Poster presentation]. 20th International Conference on Positive Behavior Support, Jacksonville, FL, United States. https://doi.org/10.13140/RG.2.2.25254.29764
4.
BradshawC. P.Lindstrom JohnsonS.ZhuY.PasE. T. (2021). Scaling up behavioral health promotion efforts in Maryland: The economic benefit of positive behavioral interventions and supports. School Psychology Review, 50(1), 99–109. https://doi.org/10.1080/2372966X.2020.1823797
5.
ChapmanD.HofweberC. (2000). Effective behavior support in British Columbia. Journal of Positive Behavior Interventions, 2, 235–237. https://doi.org/10.1177/109830070000200409
6.
CharltonC. T.MoultonS.SabeyC. V.WestR. (2021). A systematic review of the effects of schoolwide intervention programs on student and teacher perceptions of school climate. Journal of Positive Behavior Interventions, 23(3), 185–200. https://doi.org/10.1177/1098300720940168
7.
DickeT.EllingJ.SchmeckA.LeutnerD. (2015). Reducing reality shock: The effects of classroom management skills training on beginning teachers. Teaching and Teacher Education, 48, 1–12. https://doi.org/10.1016/j.tate.2015.01.013
8.
DussaultM.ValoisP.FrenetteÉ. (2007). Validation de l’échelle de leadership transformatif du directeur d’école [Validation of the Principal’s Transformative Leadership Scale]. Psychologie du Travail et des Organisations [Work and Organizational Psychology], 13(2), 37–52.
9.
Elfner ChildsK.KincaidD.GeorgeH. P. (2010). A model for statewide evaluation of a universal positive behavior support initiative. Journal of Positive Behavior Interventions, 12(4), 198–210. https://doi.org/10.1177/1098300709340699
10.
EstrapalaS.RilaA.BruhnA. L. (2021). A systematic review of tier 1 PBIS implementation in high schools. Journal of Positive Behavior Interventions, 23(4), 288–302. https://doi.org/10.1177/1098300720929684
11.
FixsenD. L.NaoomS. F.BlaseK. A.FriedmanR. M.WallaceF. (2005). Implementation research: Synthesis of the literature (FMHI publication #231). The National Implementation Research Network, Louis de la Parte Florida Mental Health Institute, University of South Florida.
12.
FlanneryB. K.FrankJ. L.KatoM. M.DorenB.FenningP. (2013). Implementing schoolwide positive behavior support in high school settings: Analysis of eight high schools. The High School Journal, 96(4), 267–282. https://doi.org/10.1353/hsj.2013.0015
13.
GeorgeH. P.KincaidD.Pollard-SageJ. (2009). Primary-tier interventions and supports. In SailorW.DunlapG.SugaiG.HornerR. (Eds.), Handbook of positive behavior support (pp. 375–394). Springer.
14.
GuskeyT. R. (2021). Professional learning with staying power. Educational Leadership, 78(5), 54–59. https://eric.ed.gov/?id=EJ1288196
HornerR. H.SugaiG. (2015). School-wide PBIS: An example of applied behavior analysis—Implemented at a scale of social importance. Behavior Analysis in Practice, 8, 80–85. https://doi.org/10.1007/s40617-015-0045-4
18.
HornerR. H.SugaiG.SmolkowskiK.EberL.NakasatoJ.ToddA. W.EsperanzaJ. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11(3), 133–144. https://doi.org/10.1177/1098300709332067
19.
IrvinL. K.HornerR. H.IngramK.ToddA. W.SugaiG.SampsonN.BolandJ. (2006). Using office discipline referral data for decision making about student behavior in elementary and middle schools: An empirical evaluation of validity. Journal of Positive Behavior Interventions, 8(1), 10–23. https://doi.org/10.1177/10983007060080010301
20.
IrvinL. K.TobinT.SpragueJ.SugaiG.VincentC. (2004). Validity of office discipline referral measures as indices of school-wide behavioral status and effects of school-wide behavioral interventions. Journal of Positive Behavioral Interventions, 6, 131–147. https://doi.org/10.1177/10983007040060030201
21.
LaforestJ.MauriceP.BouchardL. (2018). Rapport québécois sur la violence et la santé [Quebec report on violence and health]. Institut National de Santé Publique du Québec [Quebec National Institute of Public Health]. https://www.inspq.qc.ca/rapport-quebecois-sur-la-violence-et-la-sante
22.
LittleS. G.Akin-LittleA.O’NeillK. (2015). Group contingency interventions with children-1980–2010: A meta-analysis. Behavior Modification, 39, 322–341. https://doi.org/10.1177/01454455145543
23.
LloydB. P.CarterE. W.HineM. C.DavisA. D.LanchakE. R.FerrellM. A.AxelrothT. L.ShusterB. C.HaynesR. L.HiggsJ.ChauvinC. B. (2023). Student perspectives on implementation and impact of positive behavioral interventions and supports (PBIS) in their middle schools. Journal of Positive Behavior Interventions, 25(2), 131–144. https://doi.org/10.1177/10983007221082961
24.
McIntoshK. (2014). Positive behavioral interventions and supports—Soutien au comportement positif (PBIS-SCP) in Canada: Deep history, promising future. Canadian Journal of School Psychology, 29(3), 155–160. https://doi.org/10.1177/0829573514545957
25.
McIntoshK.CampbellA. L.CarterD. R.ZumboB. D. (2009b). Concurrent validity of office discipline referrals and cut points used in schoolwide positive behavior support. Behavioral Disorders, 34, 100–113. https://doi.org/10.1177/019874290903400204
26.
McIntoshK.FilterK. J.BennettJ. L.RyanC.SugaiG. (2010). Principles of sustainable prevention: Designing scale-up of school-wide positive behavior support to promote durable systems. Psychology in the Schools, 47, 5–21. https://doi.org/10.1002/pits.20448
27.
McIntoshK.HornerR. H.SugaiG. (2009a). Sustainability of systems-level evidence-based practices in schools: Current knowledge and future directions. In SailorW.DunlapG.SugaiG.HornerR. (Eds.), Handbook of positive behavior support (pp. 327–352). Springer.
28.
NelenM. J. M.WillemseT. M.van OudheusdenM. A.GoeiS. L. (2020). Cultural challenges in adapting SWPBIS to a Dutch context. Journal of Positive Behavior Interventions, 22(2), 105–115. https://doi.org/10.1177/1098300719876096
29.
PasE. T.RyooJ. H.MusciR. J.BradshawC. P. (2019). A state-wide quasi-experimental effectiveness study of the scale-up of school-wide positive behavioral interventions and supports. Journal of School Psychology, 73, 41–55. https://doi.org/10.1016/j.jsp.2019.03.001
30.
PutnamR. F.KnosterT. (2016). A reply to the commentaries on “School-wide PBIS—An example of applied behavior analysis implemented at a scale of social importance” by Horner and Sugai (2015): PBIS is function over form: The clear behavioral roots and opportunities the PBIS framework presents to the field of behavior analysis moving forward. Behavior Analysis in Practice, 9(1), 95–101. https://doi.org/10.1007/s40617-015-0092-x
RederF.StephanE.ClémentC. (2007). Token economy programs in school settings: Is there a risk of a negative effect on motivation?Journal De Thérapie Comportementale Et Cognitive, 17, 165–169. https://doi.org/10.1016/S1155-1704(07)78391-X
33.
RusbyJ. C.TaylorT. K.FosterE. M. (2007). A descriptive study of school discipline referrals in first grade. Psychology in the Schools, 44, 333–350. https://doi.org/10.1002/pits.20226
34.
ScottT. M.BarrettS. B. (2004). Using staff and student time engaged in disciplinary procedures to evaluate the impact of school-wide PBS. Journal of Positive Behavior Interventions, 6, 21–27. https://doi.org/10.1177/10983007040060010401
35.
SingerG. H. S.WangM. (2009). The intellectual roots of positive behavior support and their implications for its development. In SailorW.DunlapG.SugaiG.HornerR. (Eds.), Handbook of positive behavior support (pp. 17–46). Springer.
36.
SugaiG.HornerR. H. (2009). Defining and describing schoolwide positive behavior support. In SailorW.DunlapG.SugaiG.HornerR. (Eds.), Handbook of positive behavior support (pp. 307–326). Springer.
37.
SugaiG.HornerR. H. (2020). Sustaining and scaling positive behavioral interventions and supports: Implementation drivers, outcomes, and considerations. Exceptional Children, 86(2), 120–136. https://doi.org/10.1177/0014402919855331
38.
SugaiG.Lewis-PalmerT.ToddA.HornerR. H. (2001). School-Wide Evaluation Tool. University of Oregon.
39.
SugaiG.SpragueJ. R.HornerR. H.WalkerH. M. (2000). Preventing school violence: The use of office discipline referrals to assess and monitor school-wide discipline interventions. Journal of Emotional and Behavioral Disorders, 8, 94–101. https://doi.org/10.1177/1063426600008002
40.
TerranceM. S.AndersonC.MancilR.AlterP. (2009). Function-based supports for individual students in school settings. In SailorW.DunlapG.SugaiG.HornerR. (Eds.), Handbook of positive behavior support (pp. 421–441). Springer.
