[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594976-105":59,"doc-detail-594976-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","using-positive-behavioral-interventions-and-supports-to-reduce-school-suspensions","Using Positive Behavioral Interventions and Supports to Reduce School Suspensions","","The Positive Behavioral Interventions and Supports (PBIS) framework is implemented in more than 25,000 schools worldwide and has produced positive effects on behavioral and academic outcomes. Evidence indicates PBIS is especially effective at reducing both in-school and out-of-school suspensions. The article addresses concerns about suspensions, defines PBIS, and explains how schools can implement and use PBIS to reduce suspensions through systemwide practices.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-positive-behavioral-interventions-and-supports-to-reduce-school-suspensions/594976/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-positive-behavioral-interventions-and-supports-to-reduce-school-suspensions/594976.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"How does PBIS relate to reducing school suspensions?","Question",{"text":111,"@type":112},"The article reports that PBIS has shown positive impacts and is particularly effective at reducing both in-school and out-of-school suspensions.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Why are suspensions considered a problem for schools?",{"text":116,"@type":112},"Suspensions remove students from instruction and do not improve student behavior or school climate, and they are associated with detrimental outcomes such as more suspensions, poorer academic performance, and increased risk of contact with juvenile justice.",{"name":118,"@type":109,"acceptedAnswer":119},"What guidance can schools use to assess whether suspensions are overused?",{"text":120,"@type":112},"Schools and districts can compare and contrast suspension rates with national and state averages using the U.S. Department of Education Office of Civil Rights Civil Rights Data Collection (CRDC), which provides data for relevant school years.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},594976,1792080204,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Using Positive Behavioral Interventions and Supports to Reduce School Suspensions  \nNicholas A. Gage, PhD 1, Lydia Beahm, MA2, Rachel Kaplan 1, Ashley S. MacSuga-Gage, PhD 1, and Ahhyun Lee, PhD 1  \nBeyond Behavior  \n2020, Vol. 29(3) 132–140  \n© Hammill Institute on Disabilities 2020 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/1074295620950611](DOI: 10.1177/1074295620950611)[ ](DOI: 10.1177/1074295620950611)[journals.sagepub.com/home/bbx](journals.sagepub.com/home/bbx)  \nAbstract  \nThe Positive Behavioral Interventions and Supports (PBIS) framework is currently implemented in more than 25,000 schools across the globe. Its implementation has demonstrated positive impacts on a number of behavioral and academic outcomes. A growing evidence base has found that PBIS has been particularly effective at reducing both in-and out-ofschool suspensions. This article describes concerns with the use of suspensions, defines PBIS, and outlines how schools can implement and use PBIS to reduce suspensions.  \nKeywords  \npositive behavioral interventions and supports, change, system(s), discipline  \nIn- and out-of-school suspensions are widely used across U.S. schools. Suspensions refer to the removal of students from the classroom (in-school suspension) or the school (out-of-school suspension) due to behavioral challenges. The most recent data from the U.S. Department of Education, Office of Civil Rights (2018) indicate that approximately 2.7 million, or almost 6%, of all K–12 students received one or more out-of-school suspensions during the 2015 to 2016 school year. Approximately 60% of those suspensions were not considered “serious offenses”(e.g., noncompliance, disruptive classroom behavior) .  \nWhy Are Suspensions a Problem?  \nData also suggest that suspensions are disproportionately applied to Black students and students with disabilities (Gage et al. , 2019) . Evidence suggests that removing students from instruction by suspending them does not improve either student behavior or school climate (Skiba et al., 2012) . In fact, data suggest that there are significant detrimental outcomes associated with school suspensions, including more suspensions, poor academic performance, and increased risk for contact with juvenile justice (Anderson et al., 2019; Noltemeyer et al., 2015). Therefore, reducing the need for and use of suspensions should be a priority for all schools.  \nThere are no national guidelines to help schools determine if they are suspending too many students. Instead, schools and districts can compare and contrast their  \nsuspension rates with both the national average and their state average using the U.S. Department of Education’s Office of Civil Rights’Civil Rights Data Collection (CRDC; [https://ocrdata.ed.gov/DataAnalysisTools](https://ocrdata.ed.gov/DataAnalysisTools)). Currently, data are available for the 2013 to 2014 school year. Overall, CRDC data indicate that 5.4% of students received at least one in-school suspension and 5.3% of all students received at least one out-of-school suspension. Data by race suggest that 11.3% of Black students received at least one in-school suspension and 13.7% received at least one out-of-school suspension, compared with 4.2% and 3.2% for White students, respectively. In addition, students with emotional and behavioral disorders (EBD) are suspended at higher rates than their peers and are more likely to be educated in separate settings or facilities (Bradley et al., 2008). Thus, schools with suspension rates that exceed either national or state suspension rates can consider approaches to reduce the use of suspensions.  \nSchool district officials looked at the student suspension data at Olive S. Elementary School (OSES) and decided the numbers were too high. Thirty percent of the students attending OSES were suspended last school year for behavioral  \n1 University of Florida, Gainesville, ","cbCailhwdfl0rJlf","https://ap.wps.com/l/cbCailhwdfl0rJlf","pdf",386693,"English","# Abstract\n## Why Are Suspensions a Problem?\n## What Is PBIS?","[{\"question\":\"How does PBIS relate to reducing school suspensions?\",\"answer\":\"The article reports that PBIS has shown positive impacts and is particularly effective at reducing both in-school and out-of-school suspensions.\"},{\"question\":\"Why are suspensions considered a problem for schools?\",\"answer\":\"Suspensions remove students from instruction and do not improve student behavior or school climate, and they are associated with detrimental outcomes such as more suspensions, poorer academic performance, and increased risk of contact with juvenile justice.\"},{\"question\":\"What guidance can schools use to assess whether suspensions are overused?\",\"answer\":\"Schools and districts can compare and contrast suspension rates with national and state averages using the U.S. Department of Education Office of Civil Rights Civil Rights Data Collection (CRDC), which provides data for relevant school years.\"}]","Using Positive Behavioral Interventions and Supports to Reduce School Suspensions | PDF",23]