The Impact of Positive Behavior Interventions & Supports (PBIS) on Student Behavior and Academic Achievement PDF Download
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Author: Linda Clark Norton
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 10
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Book Description
Author: Linda Clark Norton
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 10
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Book Description
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: Kristin N. Pitts
Publisher:
ISBN:
Category : Behavior
Languages : en
Pages : 164
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Book Description
Positive Behavioral Interventions and Supports (PBIS) were initiated to address behavior problems for students with disabilities in the school system but became a proactive discipline approach for all students. The purpose of this study was to investigate the impact of PBIS on all student behavior and to examine possible connections to academic achievement. Student behavior can be impacted by many things including teacher attitude, academic struggles, and climate of a school. The focus of this study was to determine if PBIS reduces office discipline referrals (ODR) and if there are any impacts on student standardized achievement scores from PBIS. -- This study found no significant impact or residual effects from PBIS on students leaving the middle school and transitioning to the high school; however, it was discovered that there were significant relationships among students with high numbers of office referrals and academic deficits, according to their scores on the Math 1 exam. It was determined that the behavior system had little impact on students with PBIS exposure. -- The interview data with staff members were utilized, analyzed, and summarized in order to gain insight as to the perception of teachers on student behaviors, discipline programs, academic deficits, and administrative support. It was found that teachers perceive discipline issues differently, react differently, and have varying opinions on office support as well as student academics.
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: Sandra Adomako Letterlough
Publisher:
ISBN:
Category : African American middle school boys
Languages : en
Pages : 130
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Book Description
Black male students have experienced disproportionate disciplinary actions at higher rates compared to male students of other races, which has an at-risk effect on academic achievement because of lost instructional time, poor student-teacher relationships, and decreased motivation to learn. Implementing Positive Behavior Intervention and Supports (PBIS) could help to reduce the time spent out of class due to a disciplinary issue, thus increasing the opportunity to learn. The purpose of this causal-comparative study was to determine the impact of PBIS on academic achievement and frequency of office disciplinary referrals (ODR) in a PBIS and non-PBIS alternative middle school. The sample consisted of 54 eighth grade Black male students, 24 who attended a PBIS and 30 who attended a non-PBIS middle school during the 2013-2014 school year. The researcher collected and analyzed data from both groups, which involved the examination of archival data to determine the mean test scores on the 2014 Georgia Criterion Referenced Competency Test (CRCT) Grade 8, Reading and Mathematics. This study examined if there was a statistically significant difference in mean test scores and frequencies of ODR between a PBIS and non-PBIS alternative middle school. Results of this study determined that there is no statistically significant difference in the academic achievement and frequency of ODRs in eighth grade Black male students who attended a PBIS or non-PBIS alternative middle school.
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: 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: 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.
Author: Brenda Tracy
Publisher:
ISBN: 9781303014932
Category : Academic achievement
Languages : en
Pages : 125
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Book Description
The foundation for PBiS and its practices is that academic achievement and social behaviors are connected. It becomes difficult for students to learn when the student is spending more time in discipline-related interactions than in those related to learning academic content. School administrators and teachers have become increasingly frustrated with the impact of poor student behavior on academic achievement in their schools. The situation leads to the public perception that student behavior is out of control. Isolated situations of violence (e.g., school shootings) contribute to the perception. Teachers continually struggle to master classroom management strategies that are proactive, preventative in nature, and lead to improved student achievement.
Author: John A. Daves
Publisher:
ISBN:
Category :
Languages : en
Pages : 118
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Book Description
Student achievement is one of the most important aspects of school life. With the rise in current standards and the pace to which teachers and students are expected to conduct their lessons, teachers must find ways to improve student behaviors by nonpunitive discipline techniques. Positive Behavior Interventions and Supports (PBIS) is a form of classroom management that focuses on the good behavior rather than the bad behavior. A rural school in Mississippi took on such an initiative by implementing PBIS as a schoolwide discipline management plan after the 2011-2012 school year. The purpose of the study was to determine the effect of the implementation of PBIS on the number of discipline referrals and conduct trend analysis of the number of discipline referrals after the schoolwide implementation of PBIS. Further, the study sought to determine if there were statistically significant relationships between the number of discipline referrals and English language arts score and the number of discipline referrals and mathematics scores. An existing database from a rural school in Mississippi was compiled and analyzed for the purpose of the study. Data were analyzed for a year before PBIS implementation and seven years following PBIS implementation. The findings of the study indicated there was a statistically significant difference in the number of discipline referrals before PBIS implementation when compared to the first year following full implementation. The trend data indicated that Black males consistently had the highest number of discipline referrals and had the lowest test scores in ELA and mathematics. Further, the findings showed there were consistently negative relationships among the number of discipline referrals and ELA scores and the number of discipline referrals and mathematics scores.
