This literature review examines the use of school-based positive behavior support (PBS), an alternative to traditional disciplinary practices that includes databased decision making and team collaboration. First, the role of archival data in planning intervention priorities is examined. Next, efficacy research focusing on the three types of PBS is evaluated: schoolwide (universal), specific setting, and individual student levels. Overall, findings were positive across all types of PBS, validating implementation of these research-based practices. This review concludes with a discussion of directions for future research and implications for practice.
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