Program-Wide Positive Behavioral Support

Program-Wide Positive Behavior Intervention and Support (PW-PBIS) is a conceptual framework for addressing challenging behaviors in early childhood. Although PAPBS was originally formed to support school-wide implementation of Positive Behavior Intervention and Support (PBIS), the principles and structure are appropriate to also support program-wide implementation of PBIS in early childhood settings. Therefore, the PAPBS state leadership team has added members from the Office of Child Development and Early Learning (OCDEL), Early Intervention Technical Assistance (EITA) and the Pennsylvania Key to Quality (PA-Key). The leadership team and appropriate subcommittees are working on adapting the process that currently recruits, trains and supports school-wide network facilitators to also appropriately develop early childhood facilitators. The next training cohort of network facilitators will include early childhood facilitators. Once trained, facilitators may offer their services to other early childhood settings who are looking for coaching support.


Currently there are more than 100 early childhood settings that are implementing program-wide PBIS with state-level support to train coaches and manage data. Nearly 60 of these are involved in an Early Intervention/Early Childhood partnership project. Another 42 are implementing PBIS more independently but still accessing the state level training. These programs will be offered the opportunity to join the network as soon as the process is finalized. Joining the network will provide on-going access to state-level training and data resources as well as the opportunity to be publicly recognized for high quality implementation of program-wide PBIS.


Meet The Program-Wide Regional Facilitators

Western Region
DeVoka Gordon:
Lisa Gragg:

Central Region
Aimee Newswanger:

Eastern Region
Julia Slater :

Getting Started in Program-Wide Positive Behavioral Supports and Interventions


Positive Behavior Support Resources for Early Childhood


Center for the Social and Emotional Foundations of Early Learning (CSEFEL)

Promotes the social emotional development and school readiness of young children birth to age 5; funded by the Office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country; uses the Pyramid Model for Supporting Social and Emotional Competence in Infants and Young Children.

What Works Briefs

Summaries of effective practices for supporting children's social-emotional development and preventing challenging behaviors. The briefs describe practical strategies, provide references to more information about the practice, and include a one-page handout that highlights the major points of the brief.

Training Modules on Promoting Social and Emotional Competence,

Consistent with evidence-based practices identified through a thorough review of the literature.

Inventory of Practices for Promoting Children's Social Emotional Competence

Part of a preschool training module ; designed to be used by individuals and />or teams to identify training needs and plan a course of action to address those needs in four areas: 1) building positive relationships, 2) creating supporting environments, 3) social emotional teaching strategies, and 4) individualized intensive interventions.

Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI)

Takes the research that shows which practices improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities and creates FREE products and resources to help decision-makers, caregivers, and service providers apply these best practices in the work they do every day. Most products are available on the web site to view, download and use.



Program-Wide Positive Behavior Support:Supporting Young Children’s Social-Emotional Development and Addressing Challenging Behavior

Published by the University of South Florida in collaboration with the Center on the Social and Emotional Foundations for Early Learning, the Southeast Kansas Community Action Program, and the Center for Evidence-Based Practices. This booklet provides a report on the program-wide implementation of the "Teaching Pyramid" within a Head Start Program. The Southeast Kansas Community Action Program (SEK-CAP) provides information on the implementation of the model and the outcomes for the children, families, teachers, and program.

Assessment and Implementation of Positive Behavior Support in Preschools

by Elizabeth A. Benedict, Robert H. Horner and Jane K. Squires; published in Topics in Early Childhood Special Education, 2007 (Volume 27, pp. 174-192)

Insights from Jolly Toddlers

Reflections on Practice of PBIS and Correspondence to E3 By MaryKay Mahar and Katie Rubinstein



Online Portal

Early Intervention Technical Assistance recently developed an online portal to provide easy access to important information and major initiatives. There are resources for families and early childhood programs, and information about the home-based PBIS project as well as Program-wide PBIS.



Program- Wide PBIS Recognition

Stay tuned to see who is recognized at the May 2018 Implementers forum for the 2017-2018 SY

2016-2017 Positive Behavioral Interventions and Supports Recognition

Of the 280 recognized, 90 schools/programs were acknowledged for meeting their first year of fidelity to Tier 1; 133 schools/programs were recognized for sustaining Tier 1 with fidelity; 39 schools/programs for implementing Tier 1 and Tier 2 with fidelity; and 18 schools/programs implementing all three tiers with fidelity.

CLICK HERE for the schools and programs recognized at the may 16 &17, 2017 implementers forum

CLICK HERE for previous years recognition lists