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Abstract: The applied science of positive behavior supports (PBS; Carr et al., 2002) was initially developed as an alternative to aversive interventions for changing self-injurious and aggressive behaviors of individual youth with developmental disabilities (Durand & Carr, 1985). PBS has been recently extended from an approach with individual children to a school-wide intervention for schools (Dwyer & Osher, 2000; Lewis, Sugai, & Colvin, 1998; Scott & Hunter, 2001). The Illinois Positive Behavior Interventions and Supports (PBIS) Network is a statewide technical assistance project that is focused on applying the science of PBS at a school-wide level through a systems approach. PBIS in Illinois supports the development of proactive schoolwide discipline systems that provide multiple levels of intervention to address the behavior support needs of all students, including those with significant behavior challenges (see the PBIS section of www.ebdnetwork-il.org). This article describes PBIS implementation as experienced by an urban school district in Illinois.
Urban school districts have unique challenges due to factors such as size, high poverty rates, diverse communities, and limited resources. In addition, the absence of effective discipline systems often exacerbates the difficulty of educating large number of students in urban communities. Waukegan School District, an urban unit district in Northeastern Illinois is familiar with these challenges. Waukegan is a district of more than 15,000 students, with 87% of minority status and 57% from low-income households, that has a long history of budget shortfalls and changing demographics. Concerns about discipline problems and safety are widespread. In spite of fiscal struggles, the district has made significant efforts to address the needs of students with, and at risk for, behavior problems. Following participation in a successful wraparound demonstration project funded by the Illinois State Board of Education, the district created both wraparound coordinator and behavior intervention coordinator positions to provide early (and where needed, intense) support for children with behavioral challenges and their families. Congruent with skills acquired during the wraparound demonstration project, the wraparound coordinator implemented a process within the district for identifying and delivering comprehensive, coordinated services for children and their families via "wraparound plans" (Eber & Nelson, 1997; Eber, Nelson, & Miles, 1997).
In addition, the district agreed to an initiative of incorporating positive behavior interventions and supports (PBIS), a systems approach...