The Effects of Positive Behavior Interventions and Supports (PBIS) on Middle Level Students PDF Download
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Author: Michael Raymond Havener
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 77
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Book Description
Many theories regarding school discipline have been developed and implemented. In this study, various discipline models are discussed and analyzed. One particular model that claims to significantly reduce discipline referrals is Positive Behavior Interventions and Supports (PBIS). The primary purpose of this study was to determine if PBIS is effective in reducing discipline referrals in a particular Midwest suburban 6-8 middle school. In addition, the referrals were analyzed to determine if there was a significant change in the academic achievement in the Missouri Assessment Program (MAP) math and communication arts test scores after implementation of PBIS in 2008-2009. The population in this study was approximately 600 students attending a suburban Midwestern grade 6-8 middle school with fifty-nine (59) teachers and two (2) administrators. Behavior referral data for the 2009-2010 and 2010-2011 academic years were compared to the 2008-2009 academic year to determine if there was a significant difference in the number of referrals since the program was initiated. In addition, the referrals were analyzed by using a frequency count to determine if conclusions can be drawn from the types of referrals. A comparison of academic achievement, using the Missouri Assessment Program (MAP) was also used to compare the pre and post initiation of PBIS. A t test and an analysis of variance revealed significant effects were only shown for the behavior referral data. The null hypothesis was rejected resulting in acceptance of the alternative hypothesis stating that a significant decrease in behavior referrals occurred. This information provides evidence that PBIS should continue to be implemented to minimize the number of behavior referrals. On the contrary, there was no significant effect on academic achievement according to the MAP results collected. Further studies are necessary to show whether there are any long term effects on academic achievement.
Author: Michael Raymond Havener
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 77
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Book Description
Many theories regarding school discipline have been developed and implemented. In this study, various discipline models are discussed and analyzed. One particular model that claims to significantly reduce discipline referrals is Positive Behavior Interventions and Supports (PBIS). The primary purpose of this study was to determine if PBIS is effective in reducing discipline referrals in a particular Midwest suburban 6-8 middle school. In addition, the referrals were analyzed to determine if there was a significant change in the academic achievement in the Missouri Assessment Program (MAP) math and communication arts test scores after implementation of PBIS in 2008-2009. The population in this study was approximately 600 students attending a suburban Midwestern grade 6-8 middle school with fifty-nine (59) teachers and two (2) administrators. Behavior referral data for the 2009-2010 and 2010-2011 academic years were compared to the 2008-2009 academic year to determine if there was a significant difference in the number of referrals since the program was initiated. In addition, the referrals were analyzed by using a frequency count to determine if conclusions can be drawn from the types of referrals. A comparison of academic achievement, using the Missouri Assessment Program (MAP) was also used to compare the pre and post initiation of PBIS. A t test and an analysis of variance revealed significant effects were only shown for the behavior referral data. The null hypothesis was rejected resulting in acceptance of the alternative hypothesis stating that a significant decrease in behavior referrals occurred. This information provides evidence that PBIS should continue to be implemented to minimize the number of behavior referrals. On the contrary, there was no significant effect on academic achievement according to the MAP results collected. Further studies are necessary to show whether there are any long term effects on academic achievement.
Author: Chad Knowles
Publisher:
ISBN:
Category : Educational counseling
Languages : en
Pages : 89
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Book Description
Today's teachers face more frequent and more severe challenges than perhaps any generation of teachers that have come before them. Administrators attempt to support teaching in an environment of ever-increasing accountability and dwindling financial resources with new and innovative strategies. One such strategy employed by modern educators has been the Positive Behavior Interventions and Supports (PBIS) model for clear behavioral expectations and pyramids of intervention for targeted support for students. This study compared a middle school that employs PBIS with a middle school that does not, to determine if there was any statistical improvement realized on academic achievement. Two diverse middle schools with high numbers of low socioeconomic status students were studied. Eighth grade reading Standards of Learning assessment results were examined to determine what, if any, impact PBIS programs had on student achievement. The eighth grade reading scores were examined from the 2010-2011 school year, since this was the first year of implementation. The study results found that there was no statistically significant difference in achievement between the overall populations of the control school and the experimental school. The study also found that there was no statistically significant difference between male and female achievement at the control and experimental schools. The study did find that there was a statistically significant difference between Caucasian students at the control school and experimental school, as well as between minority students at the control school and experimental school.
Author: Donna M. Volpitta
Publisher: NW Widener
ISBN: 9780985236502
Category : Child rearing
Languages : en
Pages : 174
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Book Description
The Resilience Formula is a plan for proactive parenting- parenting that actively considers how to teach resilience to children through everyday challenges. Many parenting books tell us what makes a good parent. It is not easy, however, to find information about how to be that type of parent, particularly when strong emotions come into play. In this book, we provide: 1- A FRAMEWORK for handling challenges, big and small; 2- LESSONS about how to script language to make your child more independent; and 3- A PLAN to help you transform challenges into opportunities to teach resilience.
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: Kent McIntosh
Publisher: Guilford Publications
ISBN: 1462524745
Category : Psychology
Languages : en
Pages : 369
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Book Description
Many schools have implemented academic response to intervention (RTI) and schoolwide positive behavioral interventions and supports (PBIS) as separate initiatives. This book provides keys to making these programs more effective, seamless, efficient, and sustainable by combining them into a single multi-tiered system of support (MTSS). Steps and strategies are outlined for integrating data structures, practices, teams, and district systems. Contributing authors present detailed case examples of successful MTSS implementation in three states. In a large-size format with lay-flat binding, the book features 27 reproducible checklists and evaluation tools. Purchasers get access to a companion website where they can download and print the reproducible materials plus other helpful resources. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
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: Amy Gill
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 114
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Book Description
When the No Child Left Behind Act of 2001, and more recently the College and Career Ready Performance Index, was put into effect, schools felt pressure to increase student achievement and bring up attendance rates in order to make adequate yearly progress or now high index scores. Positive Behavior Interventions and Supports (PBIS) is a proactive approach that many schools have implemented in an attempt to decrease disruptive student behavior and possibly increase student attendance. The purpose of this quasi-experimental causal comparative study was to examine the impact of the treatment of PBIS, with its basis in behavioral theory, on office discipline referrals and student attendance rates. Data was collected and analyzed for over 2,000 students in rural southeast Georgia through Infinite Campus and PowerSchool. Using data from the 2011-2014 school years, the study attempted to answer if there is an impact on both office discipline referrals and student attendance rates for middle school students participating in PBIS as compared to middle school students not participating in PBIS. Each null hypothesis was analyzed separately using chi-square testing and an independent samples t-test. The results of the study show that there was an impact on attendance rates for the treatment group, but that same impact was not evidenced on office discipline referrals or attendance rates, when controlling for gender. Recommendations for future research include an examination of the factors that contribute to the decline in the impact of PBIS at the middle school level, and the impact of PBIS on different levels of office discipline referrals, office discipline referrals at tier 1, tier 2, and tier 3 separately, and the impact on different levels of absences.
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: Kathryn Dircks
Publisher:
ISBN:
Category : Behavioral assessment
Languages : en
Pages : 33
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Book Description
Author: Geoffrey Dean Reno
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 167
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Book Description
This correlational research study examined the effect of behavioral interventions through school-wide positive behavior interventions and supports (PBIS) on elementary student reading and math achievement in one Midwestern suburban elementary school among 71 students in grades first through fifth participating in PBIS Tier II interventions compared to 71 peers not participating in the intervention. Additionally, this study analyzed teacher perceptions of PBIS implementation and experiences with students participating in the Tier II behavior interventions. The research contributes to the literature by examining the effects of individualized interventions on academic achievement for students. The PBIS Tier II intervention of Check-In/Check-Out (CICO) was implemented by the school for students unable to consistently meet school-wide behavior expectations. Data from the Renaissance Learning STAR Reading and Math assessments and progress monitoring of student behaviors were gathered and analyzed. A teacher survey was distributed to building staff members to understand their perceptions of PBIS Tier II interventions and their experiences with students participating with the intervention. A Pearson correlation and two-sample t-test were used to analyze the possible relationship between the student participation in the PBIS Tier II behavior interventions and their reading and math academic achievement according to the students' scaled score gains on the STAR Reading and Math assessments. Through this study, no statistically significant differences were found between student participation in PBIS Tier II behavior interventions and academic achievement in reading and math. Consequently, these findings are discussed in terms of assisting schools implementing PBIS Tier II interventions to address reading and math academic challenges.
