PBIS through an International Lens

Abstract

The purpose of this study is to understand the lack of behavioral support in schools in the Czech Republic and design a Positive Behavioral Intervention and Support (PBIS) framework that best fits their needs, with contextual fit in mind. Although there is strong evidence for the effectiveness of PBIS in the United States, research on the effectiveness of PBIS in other countries, particularly the Czech Republic, is limited. PBIS is so successful in the United States because of its contextual fit (OSEP National Technical Assistance Center on PBIS, 2018). PBIS consists of three tiers within the framework: Tier One, which is for all students, Tier Two, which includes targeted practices for students who need support past Tier One, and Tier Three, which provides intensive and individualized practices for students who need support beyond Tiers One and Two (Center on PBIS, 2023). PBIS can be adapted to fit a school and their unique context. Designing a PBIS framework for the Czech Republic needs significant input from all parties involved to fully understand their needs. Three surveys targeting staff, administration, and parents/guardians were distributed, all at four primary schools in Prague who were currently in the beginning stages of implementation of PBIS. The purpose of the surveys was to gain a better understanding of where they currently are in the implementation process, along with what challenges they are facing. The findings from these surveys will help design a PBIS framework that best fits the needs of Czech primary schools with similar contextual factors, helping them maintain and expand PBIS across the Czech Republic.