The Integrated Dual Disorder Treatment (IDDT) model is an evidence-based practice that improves quality of life for people with co-occurring severe mental illness and substance use disorders by combining substance abuse services with mental health services. It helps people address both disorders at the same time—in the same service organization by the same team of treatment providers.
This field guide outlines an integrated framework to embed equity efforts into school-wide positive behavioral interventions and supports (SWPBIS) by aligning culturally responsive practices to the core components of SWPBIS.
Dr. Rob Horner is the co-director of the National Technical Assistance Center on Positive Behavioral Interventions and Supports. In this podcast, he discusses how to design environments to support positive student behaviors.
One of the key principles of Positive Behavioral Interventions and Supports (PBIS) is to focus on building prosocial skills, not simply attempting to eliminate challenging or problem behavior. We encourage all schools to continue that focus, as well as other key principles of PBIS, as you address the COVID-19
pandemic. The following are a few simple recommendations educators can embed across a continuum of supports.
The National Center on Education, Disability, and Juvenile Justice (EDJJ) is a national center to conduct research, training, technical assistance, advocacy, and dissemination activities to develop more effective responses to the needs of youth with disabilities in the juvenile justice system or those at-risk for involvement with it.
Special Issue: PBIS as Prevention for High-Risk Youth in Alternative Education, Residential and Juvenile Justice settings. The goal of this special issue is to provide empirical and practical information on the PBIS framework to educators and a wide-range of service providers (e.g., behavior specialists, counselors, mental health, advocacy, and policy organization personnel) who work with high-risk youth in AE, residential and JJ setting to improve youth outcomes and teacher effectiveness.
Documented benefits of Positive Behavioral Interventions and Supports (PBIS) in typical settings has led to interest in the feasibility of PBIS in alternative program settings, including juvenile justice programs. In this model demonstration report, we describe how one juvenile justice program implemented PBIS at Tiers 1, 2, and 3, and present fidelity scores for each tier across years of implementation.
The Facility-Wide Tiered Fidelity Inventory (FW-TFI) is used for monitoring fidelity of PBIS implementation in alternative settings, particularly juvenile justice and other residential programs.
