ABSTRACT
This chapter describes the promise of a new model of assessment and decision-making that enhances the effectiveness of integrated systems. The evidence-base for tiered supports, such as Positive Behavioral and Intervention Supports (PBIS), is well established. The overall lack of evidence-based assessment procedures is the third limitation of PBIS. The framework has historically emphasized evidence-based interventions with less guidance on assessment and specific data-based decision rules. Data are required to inform decision-making and progress towards goals. Data from multiple data sources are needed to consider the multifaceted needs that students have. The distinction between interventions at various tiers is less critical than how schools use data to inform resource use. Solution-focused Emotion and Behavior Assessment (SEBA) is conceptualized in few stages of decision-making.
