Positive Behavior Interventions and Supports: a Study of Implementation at the Elementary Level in a Low-income District PDF Download
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Author: Courtney Patrice Marshall
Publisher:
ISBN:
Category : Educational test and measurements
Languages : en
Pages :
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Book Description
The purpose of this study is to determine the influence a PBIS based program, Kickboard, has on achievement in reading and math and the number of office referrals in third and fourth grade at a low income elementary school. This study used a mixed methods design that consisted of the use of archival assessment and behavioral data, as well as interviews of professional staff. The assessment data consisted of scores for third and fourth grade students on district common assessments for reading and math from the 2016-2017 and 2017-2018 school years. The behavior data consisted of office referrals, secondary assignment placement (SAC), and suspension data from 2015-2016, 2016-2017, and 2017-2018 school years. A total of eight teachers and two principals were interviewed about their perceptions and experiences with discipline management at their respective campuses. Data showed that Kickboard did not have a significant impact on achievement, however a significant impact was made on discipline. Data from interview participants revealed that both campuses found strength and value in the discipline management systems and practices on their campuses. Themes that emerged were as follows: student achievement, school behavior, programming practices, administrative support and positive reinforcement.
Author: Courtney Patrice Marshall
Publisher:
ISBN:
Category : Educational test and measurements
Languages : en
Pages :
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Book Description
The purpose of this study is to determine the influence a PBIS based program, Kickboard, has on achievement in reading and math and the number of office referrals in third and fourth grade at a low income elementary school. This study used a mixed methods design that consisted of the use of archival assessment and behavioral data, as well as interviews of professional staff. The assessment data consisted of scores for third and fourth grade students on district common assessments for reading and math from the 2016-2017 and 2017-2018 school years. The behavior data consisted of office referrals, secondary assignment placement (SAC), and suspension data from 2015-2016, 2016-2017, and 2017-2018 school years. A total of eight teachers and two principals were interviewed about their perceptions and experiences with discipline management at their respective campuses. Data showed that Kickboard did not have a significant impact on achievement, however a significant impact was made on discipline. Data from interview participants revealed that both campuses found strength and value in the discipline management systems and practices on their campuses. Themes that emerged were as follows: student achievement, school behavior, programming practices, administrative support and positive reinforcement.
Author: Melissa Stormont
Publisher: Corwin Press
ISBN: 1412940559
Category : Education
Languages : en
Pages : 305
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Book Description
Presents the Programwide/Schoolwide Positive Behavioral Support system, a preventive approach that helps educators teach classroom behavior skills.
Author: John T. Shumway
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 176
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Book Description
Disruptive behaviors in elementary schools are a serious concern for teachers. With mounting pressure from school district administrations, state and federal government agencies, and the communities in which these schools reside, teachers often struggle to determine the best path to achieve consistent student engagement. When inappropriate behaviors are not managed effectively, academics suffer. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Professional Learning Communities (PLC) have also become very common in schools as teachers are organized into teams to collaborate and plan learning opportunities and methods for the instruction and assessment of students. The present study examined the effects of PBIS implementation through the PLC on the teaching staff in 7 elementary school classrooms. This is a case study in which selected teachers were observed and interviewed to determine their level of and concerns regarding implementation and subsequent adoption level. Results indicate that the teachers all have unique experiences with PBIS and related interventions that either reduce their use or support their belief that it is an effective system. Their PLC collaboration is also discussed as it was proposed to be the medium and data catalyst for implementation. Limitations and implications of this study for researchers and practitioners are discussed.
Author: Sidney Guillory
Publisher:
ISBN: 9781339455464
Category : Behavior modification
Languages : en
Pages : 142
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Book Description
The purpose of this single longitudinal case study was to evaluate the impact of PBIS as a viable alternative for an elementary school to improve behavior and academic outcomes for all students at the Tier 1 level. The foundation of Positive Behavioral Intervention and Supports (PBIS) and its practices is that social behaviors and academic achievement are connected. When students spend more time in behavior-related activities, it becomes more challenging to participate in activities related to learning academic content. PBIS is designed to reduce inappropriate behaviors and provide more time to improve student academic performance by establishing a positive behavioral environment. In this case study, data were collected through the examination of office discipline referrals (ODRs), suspensions, and state reading scores both before and after implementation of PBIS Tier 1. The data were analyzed descriptively and comparatively over a four year span (0, 1, 2, and 3 years). The results suggested the number of documented ODRs and suspensions decreased during Year 1 and Year 2 when compared to baseline Year 0. ODRs and out-of-school suspensions greatly increased during the fourth year, while in-school suspensions greatly decreased during the fourth year when compared to baseline Year 0. Extraneous variables were discussed as possible causes for the results reported in Year 3. When the case study analyzed the standardized reading test scores grades third through fifth results were mixed when compared to baseline and behavior data. The data collected suggested a measureable difference in students' academic reading achievement based on state reading score performance during the three years following the implementation of PBIS Tier 1. When compared to the increase in ODRs, the academic scores do not support the research finding. Qualitative data were also analyzed after using open-ended interview questions for a deeper understanding of staff members' perceptions of behavior management and discipline procedures used with the implementation of PBIS Tier1. Results indicated that implementing PBIS Tier 1 helped to produce positive changes in behavior and improved the decision-making abilities of students. Although the results affirmed that PBIS Tier 1 was effective in reducing behaviors and increasing reading scores, further study is recommended on how to improve sustainability in an elementary school setting. Results of this case study could also benefit administrators in this school district as they evaluate the effectiveness of PBIS Tier 1 and plan to implement further interventions or programs.
Author: Roxann Kriete
Publisher: Center for Responsive Schools, Inc.
ISBN: 1892989603
Category : Education
Languages : en
Pages : 236
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Book Description
Promote a climate of trust, academic growth, and positive behavior by launching each school day with a whole class gathering. This comprehensive, user-friendly book shows you how to hold Responsive ClassroomMorning Meetings, a powerful teaching tool used by hundreds of thousands of teachers in K-8 schools. In the new edition of this essential text, you'll find: Step-by-step, practical guidelines for planning and holding Responsive Classroom Morning Meetings in K-8 classroomsDescriptions of Morning Meeting in action in real classrooms100 ideas for greetings, sharing, activities, and messages: some tried-and-true and some newUpdated information on sharingGuidance on adapting meeting components for different ages and abilities, including upper grades and English Language Learners.Explanations of how Morning Meeting supports mastery of Common Core State Standards, 21st century skills, and core competencies enumerated by the Collaborative for Academic, Social and Emotional Learning (CASEL).
Author: Kelsey Morris
Publisher:
ISBN:
Category : Electronic Dissertations
Languages : en
Pages : 105
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Book Description
The mission of school is to maximize opportunities for students to achieve three primary and inter-related competence areas that enable participation, contributions, and success in schools and larger communities: academic, life skills, and social skills. Achieving these competence expectations is affected by many competing social and behavioral factors. The single most common request for assistance from teachers is related to behavior and classroom management. The problem-solving approach to behavior difficulties, Positive Behavioral Interventions and Supports (PBIS), is a process for teaching social and behavioral skills so that a school can focus its efforts on teaching and learning. School-wide Positive Behavior Support (SWPBS) is an organizational framework focused on increasing proactive, preventative approaches for responding to problem behavior in schools. The purpose of this research is to describe the ongoing strategies employed by an elementary school successfully implementing SWPBS with integrity. Implementation of SWPBS will be conceptualized by the seven core components necessary to drive effective implementation suggested by Fixsen, Blase, Naoom, and Wallace (2009). The results of the study will provide critical data for learning more appropriate ways to positively impact implementation efforts in a variety of school environments.
Author: Laura A. Riffel
Publisher: Corwin Press
ISBN: 148338439X
Category : Education
Languages : en
Pages : 215
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Book Description
Seal the gaps in student learning with targeted intervention This practical resource addresses the gap between school-wide disciplinary policies and interventions individually tailored to the most problematic students. Focusing on proactive strategies for small-group interventions, Laura Riffel’s research and techniques include: General strategies that can be applied at the individual level: Self-management, proximity control, peer mentoring and more Comprehensive action plans to anticipate any disciplinary issues A behavior rating sheet proven effective in improving student behavior “Funk Sway” For The Classroom: Using Feng Shui principles to create a classroom environment that enhances productivity, learning and creativity
Author: Carly R. Hube
Publisher:
ISBN:
Category :
Languages : en
Pages : 35
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Book Description
Restraint and Seclusion (R&S) within the school setting is a practice that cancause immense physical and emotional harm for students if done incorrectly. Manydistricts implement Positive Behavioral Interventions and Supports (PBIS), which help stop problem behaviors before they happen, and can minimize the need for R&S. This quantitative study examined if Ohio districts utilizing PBIS showed a significant difference in the frequencies of R&S reported over the course of a school year. Participants included all of the 23 school districts in Ohio's Montgomery and Greene counties. Data collected included 1) the frequencies of R&S the district reported for the2016-2017 school year, 2) if the district was implementing a PBIS program adhering toOhio's Revised Code, and 3) what specific components of PBIS each district was implementing. Analysis of this data revealed that school districts within Montgomery and Greene counties who were not implementing PBIS reported significantly fewer frequencies of R&S during the 2016-2017 school year than school districts implementing PBIS. This unexpected finding is not consistent with the current research surrounding R&S and PBIS. Implications for this finding, as well as possible rational are discussed in this thesis.
Author: Rosalind Flanigan Operton
Publisher:
ISBN:
Category :
Languages : en
Pages : 55
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Book Description
Disciplinary practices and protocols in schools have been a notable concern over the past 30 years. The traditional punitive punishment-based tactics have not proven to be effective in changing student behavior. Positive Behavior Intervention Supports (PBIS) is a proactive alternative that puts whole school systems in a place wherein students and teachers share in the responsibility of building a culture and climate of behaviors that produce positive outcomes. Research based on the implementation of PBIS in schools has concluded that problem behaviors decrease, students and staff feel safe, and attendance improves. There is a body of research that concludes that implementing such changes is effective in reducing office discipline referrals in major disciplinary actions and in creating a positive school climate. The current study examined the effectiveness of changing from reactive, punitive, zero-tolerance practices to proactive positive behavioral interventions. The research focused on the effects of PBIS on the percentage and number of office discipline referrals (ODRs) for African-American and special education students after the first year’s implementation of PBIS in a school district of approximately 6,000 students. The results indicate that ODRs decreased during the implementation of PBIS.
Author: Rebecca Snider
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 28
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Book Description
"The purpose of this study was to analyze the opinions and perceptions of the use of the Positive Behavior Interventions and Supports (PBIS) program in an elementary school. The research includes findings that answer the questions, "Does PBIS have an impact on the overall school environment?", "Does PBIS affect the behavior of male students and students in poverty?", "Does PBIS affect the academic achievement of male students and students in poverty?" The research was conducted using an anonymous survey distributed to teachers in a mid-western elementary school. The findings were analyzed by descriptive analysis. Study participants perceived that PBIS has a positive impact on the overall environment of this elementary school. They also reported feeling that the use of PBIS not only directly impacted student academic achievement, but also the behavior of male students and students in poverty in particular. Other elementary schools may find it advantageous to implement PBIS in their schools to create a more consistent and cohesive environment for students."
