More Instructional Time as Behavior Improves

posted Mar 25, 2014, 1:52 PM by Michelle Grimms

As schools implement the foundations of behavior support, they begin to see improvements in academic outcomes. McIntosh and colleagues (2006) saw clear links between improved behaviors and reading performance. In Illinois, schools implementing PBIS with fidelity see improvements in students meeting and exceeding Illinois Standards Achievement Test (ISAT) benchmarks (Illinois PBIS Network Update Newsletter, January 2013). Assessing changes in academic outcomes is an important component of multi-tiered systems of behavioral support. Reducing problem behaviors results in saved instructional time and can lead to increased academic outcomes.