[PDF] An Exploration Of Positive Behavior Interventions And Supports Impact On Discipline Achievement And Perceptions Of School Climate In An Urban School District eBook

Author : Robin A. Pettiegrew
Publisher :
Page : 95 pages
File Size : 48,31 MB
Release : 2021
Category :
ISBN :

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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 : Wayne Sailor
Publisher : Springer Science & Business Media
Page : 778 pages
File Size : 39,93 MB
Release : 2008-12-02
Category : Psychology
ISBN : 0387096329

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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 : Courtney K. Johnson
Publisher :
Page : 314 pages
File Size : 29,3 MB
Release : 2020
Category : Behavior modification
ISBN :

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This study explored the impact of the Positive Behavioral Interventions and Supports (PBIS) framework on discipline disproportionality in an Eastern Virginia school division. Nationally, African American students are suspended and expelled at a much higher rate than their peers (Skiba et al., 2016). This study explored the impact PBIS had on this rate. The work is valuable to those interested in introducing the PBIS framework in their school division or school. A phenomenological, qualitative study was conducted with the first research question using discipline data from the division to track trends. The second research question was answered by interviewing principals within the division. The results of this study showed that PBIS did not impact the rate of disproportionality in the schools in this study; however, principals perceived that PBIS did have a positive impact on student behavior, school culture, and the overall discipline program of their school. This work adds to the body of research that PBIS does have a positive impact on school culture and school discipline. On the other hand, PBIS will require a more concerted focus on equity in order to make strides against impacting discipline disproportionality.

Author : Cedric S. Seay
Publisher :
Page : 208 pages
File Size : 46,47 MB
Release : 2018
Category : Behavior modification
ISBN :

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The purpose of this study was to explore the impact of School-Wide Positive Behavior Intervention Support on students' related changes and its effect on school climate behavior referrals, faculty perceptions of school climate, and student perceptions of school climate in a 6th--8th grade middle school in Middle Tennessee. The researcher used a mixed methodology one-group pre- and post-treatment design and quantitative and qualitative analysis. Based upon his findings, the researcher concluded SWBPS is not entirely sufficient in improving teachers' and student' perceptions of school climate nor in impacting changes in discipline referrals.

Author : Chelsea McColley
Publisher :
Page : 106 pages
File Size : 29,68 MB
Release : 2010
Category : School environment
ISBN :

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Positive school climates have been found to promote pro-social behaviors and increase students' academic achievement. School-wide Positive Behavior Interventions and Supports provides a framework and set of ideals for educators to create a positive school culture. The current study examined differences in staff and student perceptions, as well as perceptions in primary versus secondary buildings, related to several factors of school climate (rules and expectations, safety, student relationships, teacher-student relationships). Data was collected through staff and student ratings on the Delaware School Climate Surveys and the results were compared using a MANOVA. A significant interaction was found on the Rules and Expectations and the School Safety Scales. Ideas for teaching students appropriate behavior, using data to make decisions about building practices, and matching the level of support with the needs of the students were discussed.

Author : Sidney Guillory
Publisher :
Page : 142 pages
File Size : 12,91 MB
Release : 2015
Category : Behavior modification
ISBN : 9781339455464

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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 : Melody A. Arndts
Publisher :
Page : 0 pages
File Size : 29,77 MB
Release : 2023
Category : Behavior modification
ISBN :

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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 : Melissa A. Brown
Publisher :
Page : 171 pages
File Size : 23,24 MB
Release : 2015
Category : Behavior modification
ISBN :

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This case study focused on the three-year implementation period of School-Wide Positive Behavior Intervention Support (SWPBIS), a positive approach to discipline following the Response to Intervention (RTI) model, in a rural K-8 elementary school. The purpose of the study was to explore the perceptions of teachers and support staff's perceptions on the implementation of SWPBIS and organizational change. The Burke-Litwin Causal Model of Change (1992) was the theory used for the analysis to explore how the SWPBIS implementation mediated with the transformative and transactional factors within a school organization. The focus of the literature review was to review the program effects of the systematic implementation of SWPBIS and how it related to teacher efficacy, school climate, student-teacher relationship, school leadership and student achievement. The research question of the study was: How did the implementation of the SWPBIS system at a small, rural K-8 school impact teacher efficacy, student-teacher relations, school climate, and student achievement as perceived by teachers and support staff? This descriptive case study attempted to explain the SWPBIS implementation through the eyes of school personnel during the implementation period. The research findings suggested that the SWPBIS implementation did influence the transformative and transactional factors of the school, as evidenced by improvement in student behavior, student referrals, teacher efficacy, and student achievement data.

Author : Tory Lawrence
Publisher :
Page : 136 pages
File Size : 41,51 MB
Release : 2018
Category : Positive psychology
ISBN :

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Positive Behavior Intervention and Support (PBIS) is a school-wide initiative implemented in many schools across the United States as an approach for addressing discipline concerns and promoting a positive school climate. This study used a phenomenological design to examine the school climate perceptions of 13 staff member from three secondary schools from two school districts in the southeastern region of North Carolina that were implementing PBIS with fidelity. The transformative learning theory, which explains how knowledge may be obtained from lived experiences of individuals, guided the research study in examining three research questions: (a) How do select secondary school staff members describe the influence on school climate of implementing PBIS with fidelity? (b) What benefits, if any, do participants experience in the implementation of PBIS with fidelity? (c) What barriers, if any, do participants experience in the implementation of PBIS with fidelity? Data was collected from individual open-ended interviews, a focus group, and writing prompt responses. Data analysis revealed that all participant used positive terms to describe their school’s climate. Participants also experienced shared benefits and barriers to the implementation of PBIS in their school settings. The results of this study support the implementation of PBIS in secondary schools and addressed implementation barriers. The results could be used to guide the decision-making process of those responsible for the implementation of PBIS at the local school district level as well as at the individual school and classroom level.

Author : Paul Caldarella
Publisher : Guilford Press
Page : 177 pages
File Size : 27,18 MB
Release : 2011-11-01
Category : Education
ISBN : 1609189736

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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 large-size format with convenient lay-flat binding, the book includes useful reproducible forms. This book is in The Guilford Practical Intervention in the Schools Series.