ABSTRACT
Class-wide Positive Behavioral Interventions and Supports (CWPBIS) is a multi-tiered framework for implementing evidence-based classroom management strategies while monitoring and evaluating its effects on teacher and student behaviors. Whereas schoolwide PBIS (SWPBIS) are intended to establish consistency throughout the school, all classrooms, and shared spaces, CWPBIS data, practices, and systems, are adapted to suit individual classroom, teacher, and student needs. In this chapter, we will review recent literature on CWPBIS, and highlight current research and innovation related to class-wide data, practices, and systems. Rather than reviewing individual classroom management practices (e.g., behavior-specific feedback, opportunities to respond [OTRs]), we focus on systemic structures for improving data-based decision making (DBDM), district support systems, and multi-tiered frameworks for improving teacher practice. Finally, we discuss critical issues necessitating ongoing research related to classroom management and CWPBIS, such as the effects of CWPBIS on academic achievement, high school implementation, and social validity.
