Current Projects

Coping Power in the City is a comprehensive and multi-partner response to both the recent and historical youth violence related challenges in City Schools. (more)

The Mid-Atlantic PBIS Network at Sheppard Pratt Health System is an educational organization that supports implementation of Positive Behavioral Interventions and Supports in state, local, and community agencies throughout the Mid-Atlantic region. A partner with the OSEP funded National PBIS Technical Assistance Center, the Network develops the capacity of schools to prevent problem behaviors, promote positive school culture, and to evaluate the impact on both social and academic success of all youth, including those with the highest level of need. Our research partners include Johns Hopkins School of Public Health, University of Virginia, University of Vermont and University of New Hampshire. We are funded by several federal and state grants and have recently formed a partnership with the Midwest PBIS network. (more)

Projects within the network include:

  • OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports

  • PBIS Maryland: Celebrating a 14-year partnership with JHU and MSDE

  • PBIS in Virginia (Virginia Tiered System of Support)

  • Maryland Safe and Supportive Schools (MDS3)


  • Maryland Safe and Supportive Middle Schools (M-MDS3) Initiative

  • Multi-tiered System of Support for Behavior (MTSS-B)

  • Evaluating Maryland State Policies to Improve School Climate

  • PBIS in the Archdiocese of Baltimore

  • Community Trainings

Double Check RCT (middle)

The Positive Behavioral Interventions and Supports (PBIS) framework (Sugai & Horner, 2006) will be utilized as the foundation for a broader safety and climate initiative through which schools will use observational and survey data to guide the selection, implementation, and monitoring of the effectiveness of tiered interventions. (more)

Bullying Project

The Coping Power Program is a rigorously tested, multi-component intervention for children and their parents (Lochman & Wells, 1996), which addresses issues related to aggression and problem behavior. (more)

The Classroom Check-Up (CCU) is a teacher coaching model based on motivational interviewing to enhance teacher motivation and skills related to classroom behavior management practices (Reinke et al., 2008). This study leverages the collaborative and data-informed Classroom Check-Up (CCU) classroom coaching model to assist teachers in detecting and effectively responding to bullying behaviors, as well as other challenges to classroom management. (more)

The model was developed to help teachers and school staff to reflect on, and ultimately address, the following five core components associated with culturally responsive practices. (more)