A Document Analysis: In What Ways Do Elementary Schools Display Positive Behavioral Interventions and Supports (PBIS) as an Educational Evidence-Based Practice?

Research indicates that positive reinforcement can improve student achievement and increase positive student behavior. The purpose of this study was to explore the ways public schools in New Jersey communicate the Positive Behavioral Interventions and Supports (PBIS) practice to their staff and students. This document analysis reviewed the themes and practices presented in each school’s Positive Behavioral Interventions and Supports (PBIS) implementation manuals. This qualitative research examined 17 Positive Behavioral Interventions and Supports (PBIS) Implementation Manuals, seeking to better understand how New Jersey public schools communicate Positive Behavioral Interventions and Supports (PBIS) and how the information aligns with the national Positive Behavioral Interventions and Supports (PBIS) Tier 1 themes and evidence-based practices. The data displayed compliance with the core content themes of Tier 1 Positive Behavioral Interventions and Supports (PBIS). Overall, the implementation manuals aligned with the measures of evidence-based practices for Positive Behavioral Interventions and Supports (PBIS). However, the information included within individual manuals varied. Implications for policy and practice are discussed. Keywords: Positive Behavioral Interventions and Supports (PBIS), Tier 1, Evidence-Based Practices, Implementation, Positive Reinforcement, PBSIS, Behavior, Expectations