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Author: Milton A. Ayers (Jr)
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 228
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Book Description
The purpose of this study was to assess teacher perceptions in implementing a Positive Behavior Intervention and Support (PBIS) plan in an elementary school. The study was mainly quantitative, using surveys, personal interviews, and observations to measure teacher perceptions. The study focused on the common areas. The rules, procedures, and behavior matrix were developed with input from the staff. The surveys were administered, retrieved, and analyzed electronically using Google forms and an Excel Spreadsheet. Interviews were arranged to encourage dialogue and get a greater understanding of their perceptions of the PBIS process. Observations were conducted using "compliment chains". The results of the findings were shared with the faculty, and used in developing a future classroom PBIS model.
Author: Milton A. Ayers (Jr)
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 228
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Book Description
The purpose of this study was to assess teacher perceptions in implementing a Positive Behavior Intervention and Support (PBIS) plan in an elementary school. The study was mainly quantitative, using surveys, personal interviews, and observations to measure teacher perceptions. The study focused on the common areas. The rules, procedures, and behavior matrix were developed with input from the staff. The surveys were administered, retrieved, and analyzed electronically using Google forms and an Excel Spreadsheet. Interviews were arranged to encourage dialogue and get a greater understanding of their perceptions of the PBIS process. Observations were conducted using "compliment chains". The results of the findings were shared with the faculty, and used in developing a future classroom PBIS model.
Author: Louis M. Chance
Publisher:
ISBN:
Category : Behavior disorders in children
Languages : en
Pages : 135
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Book Description
The purpose of this study was to identify the perceptions of teachers regarding challenges to implementing positive behavior support plans in schools and ways that administrators can better support teachers with behavior interventions. Forty-two regular education teachers and 16 special education teachers from a suburban school district in Pennsylvania completed surveys containing both Likert scale and open-ended questions. Additionally, 4 regular education teachers and 5 special education teachers took part in structured interviews which further explored teacher perspectives. Results indicated that regular education teachers view a shortage of time and a lack of adequate training as the 2 primary challenges to behavior plan implementation. Staff resistance and inconsistent expectations around behavior planning were also cited as associated barriers. Regular education teachers suggested that administrators could support teachers by providing time for teacher collaboration about student behavior, scheduling regular staff development opportunities related to positive behavior support, and communicating clear expectations concerning behavior intervention delivery. Special education teachers also identified time, teacher resistance, and staff development as primary challenges, while adding that a lack of resources for behavior planning also presents difficulties. They believed that administrators could better support by not only providing time and training, but also through increased direct involvement in behavior planning teams and more active advocacy for the importance of positive behavior support plans.
Author: Melody A. Arndts
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 0
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Book Description
Schoolwide Positive Behavior Intervention and Supports (SWPBIS) is a tiered program that provides three levels of behavior and social-emotional support for students. Tier one is for all students, tier two is for some students in need of targeted or some additional intervention, while tier three is for few students who need the most intensive support (Center on PBIS, 2023b; Lewis et al., 2017; Simonsen et al., 2008; Sugai & Horner, 2002). Schools have increasingly implemented Schoolwide Positive Behavior Intervention and Supports (SWPBIS), but research suggests that few high schools have implemented SWPBIS when compared with elementary and middle schools (Feuerborn et al., 2015; Flannery et al., 2013). High schools have varying contextual factors that differ from elementary and middle schools, presenting distinctive challenges with the implementation process and fidelity of SWPBIS. This qualitative phenomenological study explores secondary teachers’ perceptions of the school-wide and class-wide implementation process of SWPBIS at the high school level and its impact on students with disabilities and other health impairments. Additionally, this study examines secondary teachers’ perceptions of effective discipline strategies and their perception regarding out-of-school suspensions. Findings suggest that inequitable practices of the SWPBIS may likely stem from personal beliefs and philosophy of SWPBIS, teacher autonomy in the classroom, lack of time and inconsistent implementation, and buy-in.
Author: Victoria Leigh Harr Morley
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 92
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Book Description
With a rise of behavioral concerns in the classroom, education systems have turned to positive behavior interventions and supports (PBIS) to reinforce positive behaviors. The purpose of this quantitative predictive correlational study was to examine the relationship between the fidelity of PBIS implementation, teacher perceived effectiveness of the programs, and time spent implementing the program. The theoretical framework for this study came from the applied behavior analysis theory. The researcher used a quantitative predictive correlational design to examine the relationship between the fidelity of implementation of PBIS programs, teacher perception of effectiveness of the PBIS framework, and time spent implementing PBIS. The study sample was taken from a population of approximately 600 elementary, middle, and high school teachers in a rural school district in East Tennessee during the 2020-2021 school year. The Benchmarks of Quality (BoQ) and the Teacher Perceptions of Positive Behavior Intervention Support Survey (Thornton, 2012) were used to measure implementation fidelity of PBIS programs and teacher perception of PBIS programs, respectively. The assumption of linearity and the assumption of bivariate normal distribution were tested using a scatterplot. A bivariate linear regression was used to examine the relationship between implementation fidelity of PBIS programs and teacher perceptions of program effectiveness, and another was used to examine the relationship between time spent implementing PBIS and teacher perceptions of program effectiveness. The study revealed a significant predictive relationship between implementation fidelity of PBIS programs and teacher perceptions of the programs.
Author: Melanie L. Martinez
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 47
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Book Description
A significant concern among administrators, teachers, and parents is disruptive student behavior. Educational researchers have found that traditional discipline policies such as suspension, expulsion, and other Zero Tolerance practices have failed to reduce disruptive behaviors in students. Furthermore, traditional discipline policies have been shown to discriminate against students of color and those with disabilities. This study investigated teachers’ perceptions of alternative discipline policies, specifically Positive Behavioral Interventions and Supports (PBIS). Participants were interviewed individually using questions developed by the researcher regarding experiences and perceptions of PBIS. Common themes identified from responses were the need for ongoing professional development, the need to develop interventions for high-risk students who are not responding to primary interventions, and the need to establish data collection protocols to evaluate the effectiveness of PBIS implementation, which was regarded as a limitation in the current implementation of PBIS.
Author: Lauren Drelicharz
Publisher:
ISBN:
Category : Behavioral assessment of children
Languages : en
Pages : 0
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Book Description
The purpose of the current study is to examine the relationship between staff perceptions of behavior and discipline and the implementation of positive behavior interventions and support (PBIS). Despite studies that have found PBIS to be effective, research is needed to understand teachers' perceptions of behavior and discipline in order to identify the needs and concerns of school staff. Identifying such needs and concerns may lead to improved implementation of PBIS. For this study, 292 teachers and other certified staff from a public school district were asked to complete a survey that addresses the perceptions, beliefs, and needs of school staff in regard to behavior, discipline, and the implementation of PBIS. The integrity of implementation was also measured in order to examine the relationship between implementation and staff perceptions. No strong relationship was found between implementation integrity and staff perceptions. There were no significant differences in perceptions between novice and experienced teachers. For school level, significant differences were found between elementary and secondary school staff. Implications of the findings for research and practiced are discussed.
Author: Lori A. Bauerline
Publisher:
ISBN:
Category :
Languages : en
Pages : 141
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Book Description
The purpose of this qualitative study was to investigate the perceptions of elementary teachers on the impact of an established school-wide Positive Behavior Intervention and Support system (PBIS) on students as they progress through the elementary grades. Specifically, this study focused on elementary teacher perceptions of the effect of PBIS on students who exhibited challenging behaviors, the effect of the PBIS on the schoolwide learning environment, and the teacher perceptions of their preparedness to implement the PBIS system. The researcher studied the data compiled from the responses of 30 kindergarten through second grade teacher participants from three school districts in south central Pennsylvania. The participants volunteered to complete a researcher created online survey that was comprised of Likert-scale survey statements and openended response questions. The researcher invited respondents to participate in individual interviews conducted by the researcher. Six respondents participated in the interviews which enabled the researcher to elicit additional information. The findings of this study affirmed that overall, teachers perceived that the implementation of the PBIS system was effective in addressing student challenging behavior. The data compiled from the responses demonstrated that the teachers perceived that the implementation of the system had a positive effect on the school-wide learning environment. The findings also revealed the perception of an increased need for professional development, time, and funding to assist with teacher preparedness to implement the established system. These findings confirmed previous research and supported the need for future research on the effectiveness of the implementation of a PBIS system.
Author: Alicia Tuttle
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 113
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Book Description
Student behavior is an important topic that educators must contend with in the current educational climate. Due to changing laws and movement away from zero tolerance policies, schools have had to adapt to manage student misbehavior differently. Positive Behavior Interventions and Supports (PBIS) is a common framework that has been adopted to help create positive behavior change on school campuses when implemented with fidelity; however, teacher perception is important for implementation fidelity of PBIS. There were two purposes to this study. The first purpose of this quantitative, causal-comparative study was to examine the difference between teacher perception of PBIS and teacher perception of classroom control with implementation fidelity of PBIS at schools scoring low, moderate, and high for fidelity of implementation in order to better inform stakeholders about effective ways to ensure reduced discipline, thus increased school safety, and a positive school culture, on a middle school campus. The second purpose of the study was correlational and examined whether there was a relationship between teacher perception of PBIS and teacher perception of classroom control. The study used a causal-comparative research design as well as a correlational research design to address the two research questions. Middle school teachers at schools scored low, moderate, and high for implementation fidelity of PBIS were surveyed at the end of the 2021 school year. There were no significant differences in teacher perception of PBIS and teacher perception of classroom control at schools scoring low, moderate, and high for implementation fidelity, but there was a significant relationship between teacher perception of PBIS and teacher perception of classroom control.
Author: Wayne Sailor
Publisher: Springer Science & Business Media
ISBN: 0387096329
Category : Psychology
Languages : en
Pages : 778
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Book Description
A revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services nationwide. The Handbook of Positive Behavior Support gathers into one concise volume the many elements of this burgeoning field and organizes them into a powerful, dynamic knowledge base – theory, research, and applications. Within its chapters, leading experts, including the primary developers and researchers of PBS: (1) Review the origins, history, and ethical foundations of positive behavior support. (2) Report on applications of PBS in early childhood and family contexts, from Head Start to foster care to mental health settings to autism treatment programs. (3) Examine school-based PBS used to benefit all students regardless of ability or conduct. (4) Relate schoolwide PBS to wraparound mental health services and the RTI (response to intervention) movement. (5) Provide data and discussion on a variety of topics salient to PBS, including parenting issues, personnel training, high school use, poorly functioning schools, and more. This volume is an essential resource for school-based practitioners as well as clinicians and researchers in clinical child, school, and educational psychology.
Author: Shelley C. Jackson
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 117
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Book Description
Teachers are committed to student success and academic achievement, including those students with behavioral issues. Teachers are often faced with student misbehaviors and classroom disruptions. The ability to engage all students in active learning in a classroom constitutes effective attentional processes and instructional practices. In this context, states, districts, and school administrators have recognized the need for transformational strategies and support to aid effective classroom teaching. A school-wide system approach to address student responsiveness and positive expected outcomes are discussed. To better understand the implementation of support strategies from teacher responsiveness to student behavior in the classroom, in-depth qualitative interviews were conducted with 21 elementary teachers to determine the perceptions of student behavior. A 10-question semi-structured interview questionnaire was conducted using six steps of Braun's and Clarke's thematic coding. This study describes the teachers' perspectives and approaches to behavior management and intervention strategies, including implementation of classroom management and knowledge about Positive Behavior Interventions and Supports (PBIS). Findings indicated that teachers recognized the (PBIS) framework as beneficial but selective; more training was needed after implementation, and parental support was necessary for the development of prosocial behaviors. Additionally, themes supporting the findings included that the (PBIS) framework was advantageous for some students but not all when implemented properly. The research suggests more training in dealing with cyberbullying and positive social change would be a foundational start for the proposed future strategies of the (PBIS) framework.
