The Effect of Implementing School-wide Positive Behavior Interventions and Supports on Student Misbehavior in a Large Urban High School PDF Download
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Author: John Power
Publisher:
ISBN:
Category : Behavioral assessment of children
Languages : en
Pages : 246
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Book Description
The purpose of this quantitative study was to examine the effect that implementing School-wide Positive Behavior Interventions and Supports (SWPBIS) had on student misbehavior as determined by Office Discipline Referrals, chronic student misbehavior, In School and Out of School Suspensions assignments, and student tardy referrals in a large urban high school. School-wide Positive Behavior Interventions and Supports is a systematic, proactive, preventive, research-based approach that has shown to reduce student misbehavior when implemented with fidelity. The study focused on the Primary Prevention Tier of SWPBIS to prevent and reduce student misbehavior. The study attempted to answer the question is School-wide Positive Behavior Interventions and Supports an effective model to significantly decrease the number of office discipline referrals, In School and Out of School Suspensions assignments, and student tardy referrals. The results from the study showed SWPBIS significantly reduced ODRs, ODRs of students that exhibited chronic student misbehavior, and student tardy referrals in the targeted large urban high school; however, the effect size was small.
Author: John Power
Publisher:
ISBN:
Category : Behavioral assessment of children
Languages : en
Pages : 246
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Book Description
The purpose of this quantitative study was to examine the effect that implementing School-wide Positive Behavior Interventions and Supports (SWPBIS) had on student misbehavior as determined by Office Discipline Referrals, chronic student misbehavior, In School and Out of School Suspensions assignments, and student tardy referrals in a large urban high school. School-wide Positive Behavior Interventions and Supports is a systematic, proactive, preventive, research-based approach that has shown to reduce student misbehavior when implemented with fidelity. The study focused on the Primary Prevention Tier of SWPBIS to prevent and reduce student misbehavior. The study attempted to answer the question is School-wide Positive Behavior Interventions and Supports an effective model to significantly decrease the number of office discipline referrals, In School and Out of School Suspensions assignments, and student tardy referrals. The results from the study showed SWPBIS significantly reduced ODRs, ODRs of students that exhibited chronic student misbehavior, and student tardy referrals in the targeted large urban high school; however, the effect size was small.
Author: Robin A. Pettiegrew
Publisher:
ISBN:
Category :
Languages : en
Pages : 95
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Book Description
As the call for reducing school suspensions and academic achievement improvement moves across the country, schools are responsible for implementing discipline restructure and academic growth programs. In various research studies, positive student and school behavior outcomes have been associated with Positive Behavior Interventions and Supports (PBIS) since its implementation in schools in the late 1990s. However, additional research in understanding the impact of PBIS practices on reported school suspension, school climate perceptions, and student academic achievement (i.e., standardized test scores) would be useful. This study could potentially contribute to the literature and fill a gap not yet explored on the relationship between PBIS implementation and discipline practices impacting African American students, school climate perceptions, and student achievement. School officials can utilize this study's findings to determine their dedication and commitment to PBIS as a behavior intervention within school systems. Utilizing data collected from a large urban school district in Ohio, this study will examine the association between PBIS implementation, the suspension rate of all students, individual student achievement, and school climate perceptions while emphasizing PBIS' impact on African American students. The research data in this study will focus on grade levels elementary through high school. The data will be analyzed using linear regressions. Limitations of this study will be discussed.
Author: Kathryn Jean Nichols
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
School-wide Positive Behavior Interventions & Supports (SWPBIS) create an environment within the school that prevents problem behaviors via promotion of prosocial and learning behaviors. The framework of SWPBIS has built within it a system for evaluation, in which the school is evaluated as a unit. External SWPBIS coaches guide schools to engage in ongoing progress monitoring and action planning to direct PBIS efforts and facilitate accurate implementation of the key SWPBIS features. The reliability and concurrent validity of the current SWPBIS evaluations need to be established. Additionally, the ability of large urban school systems to implement SWPBIS with fidelity need to continue to be examined. Finally, the effectiveness of providing evidence-based recommendations in a systematic format via external coaching to improve schools' fidelity of implementation of the key features of SWPBIS will be evaluated as a means for coaching a large number of schools with a system. Eighteen schools in a large urban system comprised the study sample. The current study found that the evaluations had mixed reliability results but lacked concurrent validity. Evaluation results reveal that a large urban school system can implement SWPBIS with fidelity. Additionally, an external coaching procedure improved the results of one of the evaluations. Revisions to the evaluation tools should be considered to improve their reliability and validity. Urban school systems should support sustainment of SWPBIS efforts to promote appropriate behaviors. External coaches should approach working with school systems in a systematic method to improve the schools' effective implementation of SWPBIS.
Author: Ellie L. Young
Publisher: Guilford Press
ISBN: 1462505244
Category : Psychology
Languages : en
Pages : 177
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Book Description
This much-needed guide shows how to implement positive behavior support (PBS) strategies in secondary settings, using a three-tiered approach. The authors adapt the core ideas of PBS to the developmental context of adolescence and the organizational structures of middle schools and junior and senior high schools. With an emphasis on data-based decision making, the book provides ideas and examples for meeting the behavioral needs of all students, from those with emerging concerns to those with ongoing, chronic problems. It takes practitioners step by step through planning, implementing, evaluating, and sustaining schoolwide, small-group, and individual interventions. In a convenient large-size format, the book includes useful reproducible forms. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
Author: Victor Moody
Publisher: Independently Published
ISBN:
Category : Education
Languages : en
Pages : 0
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Book Description
Drawing on experience in general and special education, Victor Moody - Dean of Students, presents the PBIS Playbook, revealing the #1 school-wide positive behavior intervention system (PBIS) designed to improve student behavior, academic achievement, and school culture. This practical resource offers a proven, step-by-step system for successfully managing the most challenging students, classrooms, and schools in today's toughest educational settings. PBIS Playbook contains premium information that can be used by educators in any school. However, this book is particularly sought after by those who match any of the following attributes... District leaders, principals, administrators, and teachers in urban areas New teachers / teachers with high stress or burnout rates due to student behaviors Teachers looking to drastically improve academic data and results in their classrooms Teachers seeking top-rated resources for classroom management If any of those features apply to you, then you should buy this book to discover: Alignment of school-wide interventions and consistent disciplinary practices for behaviors such as eloping, unkind words, disrespect, physical aggression, lack of integrity, inappropriateness, and more How to directly influence student behaviors and engagement with rewards Multi-tiered system of support (MTSS) designed to address both academic and behavioral areas of concern Approach or model that incorporates restorative justice and social emotional learning (SEL) How to systemize and remain consistent with family communication about student growth How to maximize classroom management skills and minimize office discipline referrals Best methods of documenting and staying proactive with negative student behaviors, from minor off-task behaviors to major incidents Quick and easy methods of reinforcing student expectations and teacher directions...with no need to repeat yourself Enhance students' capacity to regulate and manage their own behaviors How to increase attendance, student focus, joy, and academic excellence Accountability tracker for students, teachers, administrators, and families Key information of transformational coaching and professional development to accelerate school-wide change And more! By the end of this book, you'll have a concrete plan to re-invigorate the community inside your classroom or entire school. "Books like the PBIS Playbook only come around once in a generation. Make sure you buy it and start reading today so you can be the change...the impact...that influences the next!" Change your classroom or school now. Simply scroll up and make this book yours!!
Author: David Hulac
Publisher: Routledge
ISBN: 1135164037
Category : Psychology
Languages : en
Pages : 288
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Book Description
This book is a how-to manual for school mental health professionals, educators, and administrators that discusses a series of steps that can be used to proactively manage and prevent many different types of behavioral problems in a positive manner. It incorporates both the high structure and high behavioral expectations that are crucial for school success, but also describes following this structure in such a way that students feel included, important, and respected. Rather than requiring the mental health providers to investigate the research themselves and come up with a behavioral problem solving model, this book includes step-by-step guides on how to implement school-wide and classroom-wide interventions in a response-to-intervention format. For those students who demonstrate more behavior problems, more intensive interventions are included to help alleviate those problems. The first section of the book discusses Tier I interventions and assessments designed to ensure that the school is effectively implementing a high quality, research-based behavioral management system. The next section covers Tier II interventions, those used for students who do not respond adequately to those of Tier I. These interventions are research-based, rigorous, and designed to address a broad range of behavior problems. Finally, the last section discusses Tier III interventions for students in need of highly individualized and intensive interventions to manage behavior problems.
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: Gail Pamela Angus
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 360
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Book Description
The purpose of this study is to determine the effects of school-wide positive behavior interventions and supports (SWPBIS) on student academic performance and other outcomes. The participants in the study are eight middle schools from an urban Southern California school district that were mandated to implement SWPBIS in 2005.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 151
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Book Description
The overuse use of punitive consequences in response to aberrant student behavior has become a focus of attention for policymakers, practitioners, and researchers. Its use appears to be having a detrimental impact on students and their futures. The present study examined practices designed to reduce the number and nature of these punitive approaches used in high-poverty urban middle schools. Furthermore, the literature confirms that African American males receive a disproportionately high percentage of punitive disciplinary practices and that the impact on these students and their future is a concern for schools and society. The present study was conducted at a school in which the number and percentage of disciplinary actions were higher than for similar schools in the district and in which those actions applied to African American males were also disproportionately high. Guided by the literature, the nuances of the first 36 months of a school-wide implementation of Positive Behavioral Interventions and Supports (PBIS) were investigated. The impact of implementation was measured using qualitative interviews, observations, the School-wide Evaluation Tool (SET), the Effective Behavior Support (EBS) Survey, and Office Discipline Referrals (ODRs). The results indicated that school-wide PBIS was implemented with some notable success. School-wide PBIS implementation was measured by the SET at 80% after the first 36 months. Teachers and other staffers increased their level of priority for implementing PBIS with fidelity in their school. There was a decrease in both monthly and annual discipline referrals to the office (the latter dropping from 1,360 to 695) over a 36-month period of time, and the number of disciplinary referrals applied to African American males also decreased (dropping from 444 to 256) during that same period. However, African American males continued to receive a disproportionately high share of those reduced actions. They represented 18% of the student population but received 36% of the disciplinary actions. These findings seem to indicate that the implementation of school-wide PBIS may be an important process. However, as the model continues to be implemented, better and more proactive support for African American males is needed.
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.
