Positive Behavioral Support Implementation Planning Project ACHIEVE has been implementing Positive Behavioral Support Systems since 1990, and its model is used by over 1,500 schools across the country, including those involved in Arkansas' U.S. Office of Special Education Programs (OSEP)-funded Department of Education State Improvement Grant. Using Project ACHIEVE's evidence-based Positive Behavioral Self-Management System (PBSS), this school-wide approach involves students, staff, administration, and parents. Together, they build and strengthen (a) students? interpersonal, problem-solving, and conflict resolution skills and interactions; (b) positive, safe, supportive, and consistent school climates and settings; and (c) school and district capacity such that the entire process becomes self-sustaining.Thus, "Self-Management" occurs at three levels:student, staff and school, and system and district. Project ACHIEVE PBSS outcomes (see the Outcomes section of this website) typically include increasing positive classroom and school climates, student and staff interactions, and school safety; decreasing discipline referrals to the office and suspensions/expulsions; increasing academic engagement and academic outcomes; decreasing special education referrals and placements for behavioral reasons; and increasing staff confidence in this area and students' self-management skills.
For Consultation Support in this Area-- Contact: Dr. Howard M. Knoff
Positive Behavioral Support Components and Services:
When implementing Project ACHIEVE's Positive Behavioral Self-Management System (PBSS), the following components and services are emphasized:
* The Stop & Think Social Skills Program * The Behavioral Matrix-- a school-wide set of behavioral standards, expectations, and responses * Prevention and Intervention for the Common Areas of the school * Prevention and Intervention for Teasing, Taunting, Bullying, Harassment, and Physical Aggression * An Educative Time-Out Process * Crisis Prevention, Intervention, and Response * Classroom, Grade-level, and Staff buy-in and consistency * Strategic Planning and Organizational Readiness activities * School Discipline Team involvement * Parent and Community Outreach and Involvement * The Parent Stop & Think Program * Strategic and Intensive Behavioral Interventions and Strategies * School-based or linked Mental Health Services * Evaluation and Outcome Assessments * Use of the ADDRESS--the Automated Discipline Data Review and Evaluation Software System
Project ACHIEVE components have been implemented in over 1,500 schools or districts across the country. The Positive Behavioral Self-Management System (PBSS) component is one of the most-frequently implemented Project ACHIEVE components, along with the SPRINT/Response-to-Intervention component. The PBSS component is also integrated with the Strategic Planning and Organizational Development component and the Evaluation and Outcomes component.
Project ACHIEVE's PBSS is the approach being used by the Arkansas Department of Education's (Special Education Unit) State Improvement Grant (SIG) to implement positive behavioral support systems and interventions, on-site, to over 40 schools statewide. The Arkansas SIG is a five-year initiative funded by the U.S.Department of Education's Office of Special Education Programs. Project ACHIEVE's PBSS also is cited on the OSEP-funded PBIS National Technical Assistance Center as the PBIS model of implementation in Arkansas.
Since 1990, Project ACHIEVE's PBSS has been implemented (a) in state initiatives (e.g., Alaska, Florida, Arkansas); (b) in state Educational Cooperative Center or Intermediate Unit initiatives (e.g., Pennsylvania, Ohio, Texas); (c) in large and urban school districts (e.g., Washington, DC, Baltimore, Tampa, San Franscisco, Maryland, Georgia); (d) in small, rural school systems (e.g., Wyoming, Nebraska, West Virginia, South Dakota); (e) in numerous Native American communities (e.g., North Dakota, Arizona, Wyoming, Alaska); (f) in collaboration with other national school reform initiatives (e.g., Core Knowledge); and as part of awarded federal and state grants (e.g., Safe School/Safe Community grants, 21st Century grants, Counseling Services grants).
Professional Background: Dr. Howie Knoff
Howard M. Knoff, Ph.D. is the creator and Director of Project ACHIEVE and a full-time national consultant, author, and lecturer.He is also the Director of the State Improvement Grant for the Arkansas Department of Education—Special Education Unit.
Formerly a Professor of School Psychology at the University of South Florida (Tampa, FL) for 18 years and Director of its School Psychology Program for 12 years, Dr. Knoff has over 25 years of experience as a practitioner, consultant, licensed private psychologist, and university professor. Known for his research and writing in organizational change and school reform, consultation and intervention processes, social skills and behavior management training, personality assessment, and professional issues, Dr. Knoff is an author of seven books, including the Stop & Think Social Skills Program (Preschool through Middle School editions) and the Stop & Think Parent Book: A Guide to Children’s Good Behavior.
During his career, with colleagues, Dr. Knoff has been awarded over $10 million in external grants—including a foundation grant from the Metropolitan Life Foundation, and seven grants from the U.S. Department of Education. He is a Fellow of the American Psychological Association, a Nationally Certified School Psychologist through the National Association of School Psychologists, a Licensed Psychologist in Arkansas, and he has been trained in both crisis intervention and mediation processes.Dr. Knoff was the 21st President of the National Association of School Psychologists which now represents over 25,000 school psychologists nationwide. He has published more than 75 articles or book chapters, delivered over 500 papers or workshops nationally, and received numerous awards—including the Lightner Witmer Award from the American Psychological Association's School Psychology Division in 1989 for early career contributions.
