Download or read book A Survey of Elementary School Staff Concerning the Use of Positive Behavior Intervention and Supports Program written by Rebecca Snider and published by . This book was released on 2013 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to analyze the opinions and perceptions of the use of the Positive Behavior Interventions and Supports (PBIS) program in an elementary school. The research includes findings that answer the questions, "Does PBIS have an impact on the overall school environment?", "Does PBIS affect the behavior of male students and students in poverty?", "Does PBIS affect the academic achievement of male students and students in poverty?" The research was conducted using an anonymous survey distributed to teachers in a mid-western elementary school. The findings were analyzed by descriptive analysis. Study participants perceived that PBIS has a positive impact on the overall environment of this elementary school. They also reported feeling that the use of PBIS not only directly impacted student academic achievement, but also the behavior of male students and students in poverty in particular. Other elementary schools may find it advantageous to implement PBIS in their schools to create a more consistent and cohesive environment for students."

Download or read book A Collective Case Study on Elementary School Administrators and Teachers Perceptions of a School wide Positive Behavior Intervention and Supports Framework written by H. David Cawthon and published by . This book was released on 2016 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this collective case study was to explore and understand administrators’ and teachers’ perceptions on how a school-wide positive behavior intervention and supports (SWPBIS) framework influences school climate at the elementary school level. The theory guiding this study was grounded in B.F. Skinner’s theory of operant behavior and applied behavior analysis, which supports the use of positive reinforcement to increase desired behavior in a real world setting. A rich description of the perceived influence a SWPBIS framework has on school climate was constructed by answering the central research question: “How do administrators and teachers perceive the influence of a SWPBIS on school climate at the elementary school level?” Although numerous research studies regarding SWPBIS have been conducted, few have addressed the perceptions of administrators and teachers. Participants included 37 administrators, teachers, and school personnel from 3 north Georgia elementary schools within the same district that had implemented SWPBIS. Data was collected during face-to-face interviews, focus group sessions, and from relevant documentation to increase trustworthiness through triangulation. Results of the present study demonstrate that administrators and teachers believe SWPBIS has positively changed the mindset and behaviors of students, teachers, and administrators resulting in a healthier school climate. Implications of the study include measures for central office personnel in making implementation decisions, measures for school administrators to increase buy-in, and measures for teachers to choose specific features to maximize the success of SWPBIS

Download or read book Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings written by Melissa Stormont and published by Corwin Press. This book was released on 2008 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presents the Programwide/Schoolwide Positive Behavioral Support system, a preventive approach that helps educators teach classroom behavior skills.

Download or read book A Case Study on the Facilitation of Positive Behavior Interventions and Supports in a Public Elementary School written by John T. Shumway and published by . This book was released on 2017 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Disruptive behaviors in elementary schools are a serious concern for teachers. With mounting pressure from school district administrations, state and federal government agencies, and the communities in which these schools reside, teachers often struggle to determine the best path to achieve consistent student engagement. When inappropriate behaviors are not managed effectively, academics suffer. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Professional Learning Communities (PLC) have also become very common in schools as teachers are organized into teams to collaborate and plan learning opportunities and methods for the instruction and assessment of students. The present study examined the effects of PBIS implementation through the PLC on the teaching staff in 7 elementary school classrooms. This is a case study in which selected teachers were observed and interviewed to determine their level of and concerns regarding implementation and subsequent adoption level. Results indicate that the teachers all have unique experiences with PBIS and related interventions that either reduce their use or support their belief that it is an effective system. Their PLC collaboration is also discussed as it was proposed to be the medium and data catalyst for implementation. Limitations and implications of this study for researchers and practitioners are discussed.

Download or read book Handbook of Positive Behavior Support written by Wayne Sailor and published by Springer Science & Business Media. This book was released on 2008-12-02 with total page 778 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Using What Works written by Sandee Graham McClowry and published by Rowman & Littlefield. This book was released on 2016-07-27 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many teachers-in-training and their more experienced colleagues find classroom management challenging. Using what works: Elementary School Classroom Management invites elementary school to look beyond untested teacher strategies. Instead this book presents an evidence-based approach. Equipped with a greater knowledge of scientifically informed classroom management, teachers will learn how and why some things work, while others do not. The most current knowledge on classroom management is presented in this book in six comprehensive, yet, easily assessable chapters. Numerous evidence-based strategies for supporting classroom management are offered. In addition, interventions that have proven to work are described. Each chapter concludes with recommended readings, course assignments, and suggestions for in-depth discussions.

Download or read book Case Studies for Positive Behavior Supports in Classrooms and Schools written by Keith Storey and published by Charles C Thomas Publisher. This book was released on 2021-05-04 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book addresses the critical need for highly qualified personnel to work with students that have varying support needs, and provides a framework for analyzing these needs. The exploration of Positive Behavior Supports in this text will serve as a guide to help prepare teachers, teachers in training, and other service providers to adequately support and teach all students. The author writes in a non-technical style and provides case study examples and guides for assisting readers in analyzing and understanding the appropriate supports and interventions in Positive Behavior Supports. These case studies analyze real life situations that will assist teachers and service providers. The twelve case studies presented in this book contains four cases that offers a complete analysis, and eight cases containing a description of the case with partial analysis components that readers can use for their own education, including courses and/or training purposes. The applicability of the case studies to applied settings and the ability to use the case studies as assignments and/or exams will be beneficial to all teachers and college instructors. General references related to Positive Behavior Supports are provided, including organizations and resources. Empirical research to support that the interventions used in the case studies are evidence-based practices is depicted. Readers will appreciate the provision of a system for teachers, teachers in training, school psychologists, behavior specialists, classroom assistants and others, to analyze inclusion and to understand how supports and instruction can be used to best educate students with disabilities.

Download or read book School Staff Perceptions on the Implementation of Positive Behavior Intervention and Supports PBIS at the Middle School Level written by Alejandro Orozco and published by . This book was released on 2018 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study is to find out how school staff members perceive the implementation of positive behavior interventions and supports (PBIS) at a local middle school. This study sought to determine how the components of the implementation of PBIS affect student behavior through the examination of scholarly articles and longitudinal studies. Additionally, it sought to determine how evaluation instruments support implementing and maintaining PBIS with fidelity and to identify critical features vital to sustaining the framework. This study took place during the Fall of the 2018-2019 school year in an urban middle school serving approximately 220 students in southern California. This study utilized a mixed methods approach in order to provide a deeper understanding of the perception among the 14 staff members that participated in the study which included all certificated staff and the majority of classified staff. Through the review of the current body of literature the researcher determined the components of PBIS associated with having a positive impact on student behavior. Survey data collected through the PBIS Self Assessment Survey (SAS) and interviews showed that the majority of staff members perceive these components to be successfully in place and associated with improvement in student behavior following the first six weeks of implementation. Results from the SAS also revealed to what extent the school staff perceive the current status level of the critical features vital to sustaining PBIS identified in the literature. This information provides vital feedback for the PBIS leadership team in order to coordinate resources and professional development to support staff members in their ongoing effort to improving student behavior and school climate.

Download or read book Supporting Implementation of PBIS at a Local Elementary School written by Amanda Keeton and published by . This book was released on 2017 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore evidence-based strategies to promote efficacy of implementation of Positive Behavior Intervention and Support (PBIS) at a local elementary school. This study sought to determine best practices for implementation through the examination of scholarly journals and longitudinal studies. Additionally, it sought to explore staff attitudes and perceptions regarding the baseline PBIS program currently in place. The study took place during the 2016-2017 school year in a suburban school in Southern California. This public elementary school serves a general and special education population from Transitional Kindergarten through Fifth Grade. Typically, the school serves anywhere from 750-1,100 students annually and has been considered at "full capacity" each year since its doors first opened in 1997. The researcher used a mixed methods approach in this study in order to gain a holistic viewpoint of school and staff needs. Through the evaluation of scholarly journals and longitudinal studies, the researcher determined that best practices with PBIS implementation involved a) establishing a collaborative team, b) encouraging staff buy-in, c) communicating the vision and need for change, d) ongoing professional development, and e) involving parents and the community in the process. Survey results showed that, even though a majority of participants were unsure of the program tenets, 70% of participants still believed that our elementary site should pursue Phase 1 of PBIS. Additionally, through the survey, participants revealed their need for ongoing coaching and professional development as well as clarity on procedures for handling behavior concerns and opportunities for collaboration. Recommendations include clear teaching and articulation of program goals, ongoing modeling of expectations by school leaders, acknowledgement of teacher attitudes and perceptions through frequent check-in's and coaching, and creating opportunities to build capacity among staff members.

Download or read book Positive Behavior Interventions and Supports a Study of Implementation at the Elementary Level in a Low income District written by Courtney Patrice Marshall and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to determine the influence a PBIS based program, Kickboard, has on achievement in reading and math and the number of office referrals in third and fourth grade at a low income elementary school. This study used a mixed methods design that consisted of the use of archival assessment and behavioral data, as well as interviews of professional staff. The assessment data consisted of scores for third and fourth grade students on district common assessments for reading and math from the 2016-2017 and 2017-2018 school years. The behavior data consisted of office referrals, secondary assignment placement (SAC), and suspension data from 2015-2016, 2016-2017, and 2017-2018 school years. A total of eight teachers and two principals were interviewed about their perceptions and experiences with discipline management at their respective campuses. Data showed that Kickboard did not have a significant impact on achievement, however a significant impact was made on discipline. Data from interview participants revealed that both campuses found strength and value in the discipline management systems and practices on their campuses. Themes that emerged were as follows: student achievement, school behavior, programming practices, administrative support and positive reinforcement.

Download or read book Teacher Satisfaction Regarding the Use of Positive Behavior Intervention Support PBIS in Schools written by William Leo Keating and published by . This book was released on 2016 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: "We find ourselves living in a country where many of America's public school teachers are experiencing great stress and are so disheartened that their level of job satisfaction has decreased over time (Fore, Martin, & Bender, 2002). This is an important concern and can affect students' academic learning as well as teachers' sense of efficacy. To address this problem, some schools have implemented a program called Positive Behavior Intervention Support (PBIS) that is a national framework which schools can use to design and implement supportive practices for students. PBIS is a three-tiered research-based practice designed to help schools create and sustain effective behavioral supports for students as well as encourage beneficial interactions between teachers and students. It involves all the teachers, staff, and students within a school system, and since teachers are the primary stakeholders in implementing PBIS, their support of the program may significantly increase its effectiveness and teacher satisfaction over time"--Abstract.

Download or read book School wide Positive Behavior Support Within a Tier I Response to Intervention Framework written by Vince Scarpetti and published by . This book was released on 2013 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study examined the effectiveness of a Tier I Response to Intervention (RtI) program for school-wide positive behavior support (SWPBS) in an urban northeastern school. It was designed to ascertain the effectiveness of this character program in promoting positive behavior growth of middle school students. In addition, it evaluated the perceptions of faculty regarding the implementation and effectiveness of this program as a school-wide positive behavior support model. The research questions that guided this study were: 1."To what extent" did the application of the positive behavior support program impact behavioral performance of middle school students at a northeastern, United States public school? 2. What were the perceptions of the staff regarding the impact of the positive behavior support program on students' behavior? An evaluation research design was used, and data were collected from office discipline referrals before and during implementation using a quantitative approach. The second question was answered using a combination of quantitative and qualitative approaches, which included a survey with a Likert-type scale with open-ended responses. T-tests and Cronbach's alpha were used during statistical analysis. Key findings of this study include that the program supports positive behavioral growth; however, the integrity of the implementation of the program influences its effectiveness. Although this study was conducted at a suburban middle school, the findings may be useful to school systems seeking to implement a school-wide positive behavioral support model in their school.

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book School Wide Positive Behavior Support Programs in Elementary Schools written by Chelsea T. Siegel and published by . This book was released on 2008 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt: Behavior problems continue to be an issue for teachers and parents to address. Studies have shown that challenging behaviors in early childhood are linked to problems in the areas of academics and socialization in adolescence and adulthood. Most schools use a reactive, consequence-based approach to behavior management. With school violence and behavior incidents on the rise, it seems there is a need to look at alternative ways of addressing these problems. School-wide positive behavior interventions and supports (PBIS) is a concept that creates an inclusive school environment, addressing all students' behavioral challenges on a continuum of need. Students are taught social skills and appropriate behaviors, and reinforced for exhibiting those behaviors by staff and teachers consistently. For the past ten years, researchers have been looking at the effects of PBS and have found that it has been successful in improving learning environments, reducing problem behaviors, and even improving academic achievement. The purpose of this literature review is to learn more about school-wide behavior programs at the elementary school level and the key elements that make them successful. If these programs do, in fact, improve learning outcomes for students, then what are the implications for future educational practice and school reform?

Download or read book Culturally Responsive Positive Behavior Intervention and Supports written by Diana Case Brown and published by . This book was released on 2016 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare the frequency of office behavioral referrals for discipline before and after the implementation of Positive Behavior Intervention and Supports (PBIS). The study measured proportionality of referrals based on student ethnicity as one assessment of staff cultural competence. Survey data was collected on teachers’ perceptions of the PBIS program implementation. The study took place at a Title 1 elementary school in a San Diego suburb with a student population of approximately 800 students and 42 full and part-time teachers. The researcher used a convergent parallel design method. Student behavior referral data for the 2014-15 and 2015-15 school year was combined with student demographic data and compared. Based on the result of a t-test and with 99% confidence, the researcher concluded there was a statistically significant difference in the number of office behavior referrals issued after the implementation of PBIS. Risk ratio calculations found some evidence of disproportionality for behavior referrals among African-American, Filipino, and students who identified as Two or More Races. Survey results revealed a majority of teachers participated in creating the behavior expectations matrix, taught the expectations with fidelity, and held collaborative conversations about student behavior and possible interventions during their weekly Professional Learning Community (PLC) meetings. Additionally, 50% of teacher respondents were unclear about when to issue behavior referrals and want clarification on PBIS corrective consequences for misbehavior. Recommendations include maintaining school-wide, selected, and targeted interventions, creating a predictable, coherent discipline referral process, and monitoring discipline data for inequities to guide the school’s cultural competence. Keywords: Culturally Responsive, Office Discipline Referrals, Positive Behavior Intervention and Supports, Professional Learning Communities

Download or read book Teachers Perceptions of Implementing a Positive Behavior Intervention Support Plan written by Milton A. Ayers (Jr) and published by . This book was released on 2017 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Understanding the Effectiveness of Positive Behavior Interventions and Supports in K 5 Inner cty Schools written by Victoria Marie Sherlock and published by . This book was released on 2021 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to The Office of Special Education Programs (OSEP), Technical Assistance Center on Positive Behavioral Interventions and Supports (2020), Positive Behavioral Interventions and Supports (PBIS) is an evidence-based three-tiered framework to improve and integrate all data, systems, and practices affecting student outcomes every day. PBIS creates schools where all students succeed. PBIS may not be as practical to maintain discipline in inner-city elementary schools as educators perceive. This qualitative study sought to understand the consistency of PBIS implemented by administrators and teachers in urban schools from kindergarten through five (K-5). The study's limitations were that the researcher conducted the study at the beginning of the coronavirus (COVID-19) outbreak in the United States. Many educators lost employment due to the pandemic of the virus and some had their workload increased by implementing virtual learning led by the instructional technology in the transition from in-class instruction to virtual instruction. The circumstances surrounding the COVID-19 pandemic dramatically impacted the limitation of the research study. The increased workload and loss of employment impacted the study and limited the investigation by having a low turnout with participants as well as the search for participants. The qualitative research findings in this study indicated the direct correlation between the lack of family involvement, support, inconsistencies, and the impact of PBIS in schools. The data suggested that more research needs to be conducted to dive deeper into the specific PBIS strategies and tools which need to be implemented in the funding, demographics of staff and students, and the schools' training program.