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Author Note Support for this research was provided in part by Grant No. H237F40012 and H238X00001 from the U.S. Department of Education, Office of Special Education Programs, awarded to the University of North Carolina at Charlotte. The opinions expressed do not necessarily reflect the position or policy of the Department of Education, and no official endorsement should be inferred. Correspondence concerning this article should be addressed to Bob Algozzine, BRIC/EDLD/COED, University of North Carolina at Charlotte, Charlotte, NC 28223 [rfalgozz@email.uncc.edu]. Positive Behavior Support (PBS) is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior (Sugai et al., 2000). PBS involves the assessment and reengineering of environments so that reductions in problem behaviors are evident and children experience an increase in the social, personal, and professional quality of their lives (Horner, 2000; Horner, Sugai, and Vincent, 2004 and others). PBS targets a broad set of variables as a base for changing a person’s behavior (cf. Horner, Sugai, and Vincent, 2004 and others).

Effects of Positive Unified Behavior Support on Instruction