Skip to main content

Advertisement

SpringerLink
Log in

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

  • Discussion and Review Paper
  • Published:
Behavior Analysis in Practice Aims and scope Submit manuscript

Abstract

In the previous issue of Behavior Analysis in Practice (May 2015), a special section of the journal was devoted to positive behavior intervention and support (PBIS). Horner and Sugai (2015) published a manuscript providing an overview of school-wide PBIS describing how PBIS is an example of applied behavior analysis at a scale of social importance. A number of manuscripts providing commentary on the Horner and Sugai manuscript were also published in this special section of the journal. This paper will review this PBIS manuscript along with the associated commentaries published in the May 2015 special section.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Algozzine, B., Barrett, S., Eber, L., George, H., Horner, R., Lewis, T., Putnam, B., Swain-Bradway, J., McIntosh, K., and Sugai, G (2014). School-wide PBIS tiered fidelity inventory. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Retrieved August 1, 2015, from www.pbis.org.http://www.pbis.org/Common/Cms/files/pbisresources/2015_01_09_SWPBIS_Tiered_Fidelity_Inventory.pdf

  • Barrett, S. Eber, L, & Weist, M. (2014). Advancing education effectiveness: interconnecting school mental health and school-wide positive behavior support. Retrieved August 1, 2015, from www.pbis.org/common/cms/files/Current%20Topics/Final-Monograph.pdf

  • Blasé, K., & Fixsen, D. (2013). Core intervention components: identifying and operationalizing what makes programs work. Retrieved August 1, 2015, from http://fpg.unc.edu/sites/fpg.unc.edu/files/resources/reports-and-policy-briefs/ASPE_Blase_Fixsen_2013__CoreIntervention.pdf

  • Critchfield, T. S. (2015). PBIS may not qualify as classical applied behavior analysis. So what? Behavior Analysis in Practice, 8, 99–100.

    Article  Google Scholar 

  • Fixsen, D. L., Naoom, S. F., Blase, K. B., Friedman, R. M., & Wallace, F. (2005). Implementation research: a synthesis of the literature. Tampa, FL: National Implementation Research Network, Louis de la Parte Florida Mental Health Institute, University of South Florida. Retrieved August 1, 2015, from http://nirn.fmhi.usf.edu/resources/publications/Monograph/index.cfm

  • Fixsen, D. L., Wolf, M. M., & Phillips, E. L. (1972). Achievement Place: the reliability of self-reporting and peer-reporting and their effects on behavior. Journal of Applied Behavior Analysis, 5, 19–30.

    Article  PubMed  PubMed Central  Google Scholar 

  • Research, H. (2013). Equitable discipline through positive behavior interventions and supports. Arlington: Hanover Research.

    Google Scholar 

  • Horner, R. F., & Sugai, G. (2015). School-wide PBIS: an example of applied behavior analysis. Implemented at a scale of social importance. Behavior Analysis in Practice, 8, 80–85.

    Article  Google Scholar 

  • Irvin, L.K., Horner, R. H., Ingram, K., Anne W. Todd, A.W., Sugai, G., Katul Sampson, N, and Boland. J.B. (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. 10-23.

  • Irvin, L. K., Tobin, T. K., Sprague, J. K., Sugai, G., & Vincent, C. G. (2004). Validity of office discipline referral measures as indices of school-wide behavioral status and effects of school-wide behavioral interventions. Journal of Positive Behavior Interventions., 6, 131–147.

    Article  Google Scholar 

  • Jarmolowicz, D. P., & Tetreault, A. S. (2015). Positive behavioral interventions and support as behavior analysis in practice: why is this even controversial? Behavior Analysis in Practice., 8, 86–87.

    Article  Google Scholar 

  • Loukas, A. K. (2015). PBIS is (not) behavior analysis: a response to Horner and Sugai (2015). Behavior Analysis in Practice, 8, 95–98.

    Article  Google Scholar 

  • McKevitt, B. C., & Braaksma, A. D. (2008). Best practices in developing a positive behavior support system at the school level. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 735–747). Bethesda: NASP.

    Google Scholar 

  • Phillips, E. L., Phillips, E. A., Fixsen, D. L., & Wolf, M. M. (1971). Achievement Place: the modification of the behaviors of pre-delinquent boys within a token economy. Journal of Applied Behavior Analysis, 4, 45–59.

    Article  PubMed  PubMed Central  Google Scholar 

  • Phillips, E. L., Wolf, M. M., & Fixsen, D. L. (1973). Achievement Place: development of the elected manager system. Journal of Applied Behavior Analysis, 6, 541–561.

    Article  PubMed  PubMed Central  Google Scholar 

  • Putnam, R. F., & Kincaid, D. (2015). School-wide PBIS: extending the impact of applied behavior analysis: why is this important to behavior analysts? Behavior Analysis in Practice, 8, 88–91.

    Article  Google Scholar 

  • Smith, T. (2013). What is evidence-based behavior analysis? The Behavior Analyst, 36, 7–33.

    PubMed  PubMed Central  Google Scholar 

  • SWIS suite. (n.d.). Retrieved August 1, 2015, from https://app.swis.org/

  • Walker, B., Cheney, D., Stage, S., Blum, C., & Horner, R. H. (2005). Schoolwide screening and positive behavior supports: identifying and supporting students at risk for school failure. Journal of Positive Behavior Interventions, 7, 194–204.

    Article  Google Scholar 

  • Wilson, A. N. (2015). A critique of sociocultural values in PBIS. Behavior Analysis in Practice, 8, 92–94.

    Article  Google Scholar 

Download references

Acknowledgments

This research was supported by the Office of Special Education Programs, US Department of Education (H326S980003). Opinions expressed herein are those of the authors and do not necessarily reflect the position of the US Department of Education, and such endorsements should not be inferred. Correspondence concerning this article should be addressed to Robert F. Putnam, May Institute, 41 Pacella Park Drive, Randolph, MA, 02368, USA. E-mail: bputnam@mayinstitute.org

We wish to thank Mark Dixon, editor, and Maria Marlott, executive director of ABAI for the opportunity to raise this important topic as well as the manuscript authors who provided insightful commentaries.

Author information

Authors and Affiliations

  1. May Institute, 41 Pacella Park Drive, Randolph, MA, 02368, USA

    Robert F. Putnam

  2. Bloomsburg University, Bloomsburg, PA, USA

    Tim Knoster

Authors
  1. Robert F. Putnam
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Tim Knoster
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Robert F. Putnam.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Putnam, R.F., Knoster, T. 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. Behav Analysis Practice 9, 95–101 (2016). https://doi.org/10.1007/s40617-015-0092-x

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40617-015-0092-x

Keywords

Search

Navigation