Download or read book Examination of the Fidelity of School wide Positive Behavior Support Implementation and Its Relationship to Academic and Behavioral Outcomes in Florida written by Jason A. LaFrance and published by . This book was released on 2009 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative research was to examine the level of implementation of School-wide Positive Behavior Support (SWPBS) in the State of Florida. The relationship between the fidelity of implementation of SWPBS as measured by the Benchmarks of Quality tool to academic and behavioral outcomes for middle and elementary schools was then analyzed. The academic outcomes for this study included FCAT Reading and Mathematics subtest scores. The behavioral outcomes were measured using the number of Office Discipline Referrals per 100 students and the number of days for Out of School Suspensions per 100 students. The literature review suggests that many outcomes have been associated with implementation of SWPBS. These include a reduction in ODRs and OSS days, increased academic achievement, increased instructional time, decreased administrative time addressing discipline, increased teacher satisfaction, improved peer relationships, and an increase in perceived school safety (Muscott, Mann, & LeBrun, 2008; Lassen, 2006; Landers, 2006; Lassen, Steele, & Sailor,2006; & Luiselli, Putnam, Handler, & Feinberg, 2005). The results of this study found that SWPBS is being implemented with fidelity in the majority of schools in one year and that these schools maintain or increase fidelity over time. Findings also suggest that there may be a relationship between greater implementation and lower ODR and OSS rates and to a lesser extent, academic outcomes. This research adds to the knowledge base regarding SWPBS implementation fidelity and its relationship to academic and behavioral outcomes and may be of use to policy makers, practitioners, and future researchers.
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 Understanding and Interpreting Educational Research written by Ronald C. Martella and published by Guilford Press. This book was released on 2013-04-18 with total page 690 pages. Available in PDF, EPUB and Kindle. Book excerpt: This user-friendly text takes a learn-by-doing approach to exploring research design issues in education and psychology, offering evenhanded coverage of quantitative, qualitative, mixed-methods, and single-case designs. Readers learn the basics of different methods and steps for critically examining any study's design, data, and conclusions, using sample peer-reviewed journal articles as practice opportunities. The text is unique in featuring full chapters on survey methods, evaluation, reliability and validity, action research, and research syntheses. Pedagogical Features Include: *An exemplar journal article at the end of each methods chapter, together with questions and activities for critiquing it (including, where applicable, checklist forms to identify threats to internal and external validity), plus lists of additional research examples. *Research example boxes showing how studies are designed to address particular research questions. *In every chapter: numbered chapter objectives, bulleted summaries, subheadings written as questions, a running glossary, and end-of-chapter discussion questions. * Electronic Instructor's Resource Manual with Test Bank, provided separately--includes chapter outlines; answers to exercises, discussion questions, and illustrative example questions; and PowerPoints.
Download or read book Examination of the Impact of School wide Positive Behavior Supports on Middle School Teachers written by Eric Johnathan Landers and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: School-wide positive behavior support (PBS) is a systems-based approach to addressing behavior problems that is being implementing in a growing number of schools. Much of the research in this area has examined outcomes of school-wide PBS (e.g., referral and suspension rates), while there have been few investigations regarding the social validity of this approach. To address this gap in the research, this qualitative investigation examined the perceptions of twenty-four middle school teachers who are involved in implementing school-wide PBS. Overall, teachers perceived school-wide PBS as positively impacting their school, namely improving school-wide conditions for addressing inappropriate student behaviors. Teachers also cited several difficulties in implementing school-wide PBS, including poor administrative support, increased workload, and increased responsibilities for "minor" behavior problems.
Download or read book Safe and Healthy Schools written by Jeffrey Richard Sprague and published by Guilford Press. This book was released on 2005-01-01 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: A hands-on resource for practitioners, this book provides step-by-step guidance for developing a comprehensive school safety plan. Moving from needs assessment to implementation and evaluation, chapters describe research-based strategies that are readily applicable in K-12 settings. Special features include reproducible checklists and other planning tools. Described are proven ways to: create a low-crime environment, identify and support high-risk students, reduce bullying and harassment, improve the schoolwide disciplinary system, and draw on community resources for change.
Download or read book Handbook of Effective Inclusive Elementary Schools written by James McLeskey and published by Routledge. This book was released on 2021-10-26 with total page 574 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now in its Second Edition, this seminal handbook offers a comprehensive exploration of how students with disabilities might be provided classrooms and schools that are both inclusive and effective. With an enhanced focus on the elementary level, this new edition provides readers with a richer, more holistic understanding of how inclusive settings operate in K-5, featuring expanded chapters on principal engagement, teacher preparation, district-level support, school-based improvement practices, and more. Fully revised and updated to reflect changes in the field, each chapter synthesizes the research, explores if and how this knowledge is currently used in schools, and addresses the implications for practice and directions for future research.
Download or read book An Examination of the Relationship Between the Presence of Critical Components of Classroom Positive Behavior Support and Student Behavior written by Gregory S. Ern and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This purpose of this study was to assess the relationship between the presence of classroom components of positive behavior support and student behavior outcomes. Data were collected using the Tool for Assessing Classroom Level-Positive Behavior Support (TACL-PBS) developed by Ern (2004) to assess the presence or absence of critical components of positive behavior support at the classroom level. Descriptive data on the instrument including the internal consistency, interrater agreement, and concurrent validity were analyzed and are included in this report. Forty classrooms from ten diverse elementary schools in three school districts were selected to participate in this study. Office discipline referral (ODR) information and rates of on-task behavior were collected for each classroom and were correlated with the presence of the classroom components. Data were collected using teacher interview, student interview, and direct observation methods. In all, 40 teacher interviews, 116 student interviews, and 39 classroom observations were conducted as part of this study and the information was used to provide evidence of the presence or absence of classroom PBS components. Given that the TACL-PBS uses three independent methods for data collection, the study was also interested in the usefulness of each method. The data revealed that the correlational structure of the instrument is strongest when scores from all three methods are combined. Results indicated low to moderate correlations between the components assessed by the TACL-PBS and student outcomes (i.e., discipline referrals, rates of on-task behavior). A significant, negative correlation was found between the consistent use of classroom management practices by teachers and ODR's. Results also indicated that as the teacher use of classroom management practices (as reported by students) increased, rates of student on-task behavior increased. The presence of preplanned and sequential procedures for responding to behavioral violations (i.e., consequence system) had the second highest relation to the numbers of discipline referrals in a classroom. The study also found that the fidelity with which school-wide PBS was being implemented at the building-level did not significantly relate to implementation at the classroom-level. Discussion focuses on theoretical and practical implications of the current results, limitations, and directions for future research.
Download or read book Handbook of Response to Intervention and Multi Tiered Systems of Support written by Paige C. Pullen and published by Routledge. This book was released on 2018-10-04 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: Of the many issues facing special education (and general education) today, it is difficult to imagine one more important or timely than response to intervention (RTI). Almost overnight RTI has become standard practice across the nation. Unfortunately, RTI remains ill-defined, falls far short of its evidence-based practice goal, is almost invariably misused, and often results in more harm than good. Nevertheless, as a conceptual framework RTI has great potential for ensuring that students with disabilities receive appropriate, evidence-based instruction. The mission of this handbook is to present a comprehensive and integrated discussion of response to intervention (RTI) and its relation to multi-tiered systems of support (MTSS) in both special education and general education. Although the two terms are currently used interchangeably, distinct differences exist between them. Therefore, chapters are dedicated to distinguishing the two concepts—RTI and MTSS—and describing each one’s unique role in both general and special education. In addition, the authors recommend a third term, Multi-Tiered Instruction, to differentiate the practices related to the purpose of the specific intervention.
Download or read book School Wide Positive Behaviour Support written by Katrina Barker and published by Taylor & Francis. This book was released on 2022-09-07 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing upon twenty years of experience putting the Positive Behaviour Support (PBS) framework into practice, this is the first definitive handbook to document the ways in which Australian schools have embraced and applied school-wide PBS, and to provide guidance on implementation. Written by key Australian researchers and implementers with extensive expertise, School-Wide Positive Behaviour Support: The Australian Handbook is an important contribution to the work of school leaders and teachers. This book illustrates the significant contribution of PBS to improving schools and the potential for its systems approach to be expanded across education systems. The book’s structure corresponds to the theme of a continuum of supports, addressing the key conceptual foundations of PBS and its representation within school-wide implementation. Each chapter comprises a mix of research, practical case studies and examples, and features learning intentions, keywords, further reading, advice on applying your ideas, and links to the Australian Professional Standards for Teachers. PBS has gained significant attention in Australia over the past two decades and its principles now underpin many successful systems and practices in schools and community and disability services. This book will be a foundational resource for implementers and coaches of PBS, educational leaders and policy advisors, pre- and in-service teachers, as well as researchers.
Download or read book A Study of the Relationship Between Positive Behavior Support and Student Academic Achievement written by Robert C. Cooper (Ii) and published by . This book was released on 2011 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt: School Wide Positive Behavior Support (SWPBS) is a behavioral approach associated with decreased exclusionary, reactive and punitive discipline practices, increased student satisfaction and improved perceptions of school safety. This study sought to examine how student achievement can be improved through positive behavioral reinforcement, goals, and modeling. the quasi experimental design examined the relationship between SWPBS and academic achievement of students in reading. the participants for the study were students in an urban alternative school as well as students selected randomly from traditional schools that had not experienced SWPBS in Miami-Dade County Public Schools (MDCPS). the study examined the relationship between the Florida Comprehensive Assessment Test scores of students in reading prior to SWPBS with scores of students earned after SWPBS implementation. the findings indicate that there is no statistical relationship found between SWPS implementation and academic achievement in reading.
Download or read book Beliefs on Behavior written by Elizabeth Baynes Johnson and published by . This book was released on 2016 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation explores the association between teacher perceptions of behavior and teacher implementation of PBIS. Adding to previous research on various links between teacher demographics and behavior approaches, this research aims to provide an analysis of any such association to enlighten teacher knowledge and inform potential behavior change. -- The quasi-experimental quantitative approach utilized in this study identifies any statistically significant correlations between approach to behavior and implementation fidelity. Quantitative data compiled via surveys and data collection analyzed by behavior approach are explained as well as analyzed in terms of predictability based on the independent variable of teacher behavior approach as shown through descriptive statistics, Fisher’s exact test, and Multinomial Logistic Regression. -- Thirty-eight participants completed surveys. Behavior and instructional management style and beliefs were dependent on the situation at hand. Styles allowing for more student input and control were more likely to predict higher fidelity of implementation in PBIS than styles utilizing only teacher control. Through awareness of behavior beliefs and management styles, educators can analyze which of their own behaviors and beliefs impede or facilitate PBIS implementation in hopes to make a positive behavior change themselves.
Download or read book Integrated Multi Tiered Systems of Support written by Kent McIntosh and published by Guilford Publications. This book was released on 2016-03-15 with total page 369 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Evaluation of the Positive Behavior Support Program on Fourth Grade Student Discipline Infractions written by Dr. James A. Bracy and published by AuthorHouse. This book was released on 2018-02-17 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prior to implementation of this the program, students with increased antisocial behaviors were becoming more disruptive to the learning environment on a regular basis. Because much of the instructional time is being spent correcting these behaviors, the academic progression of students has been decreasing. To limit distractions, disruptive students need to be remediated and counseled on problems and solutions. The Positive Behavior Support (PBS) program is an alternative to giving students negative attention by rewarding them for good behavior and teaching them that good choices breed good consequences. The purpose of the study was to examine the implementation of a PBS program and its effectiveness in diminishing undesirable behaviors. Results showed that the PBS program did diminish the behavior based on the number of referrals received in the preintervention school year and the postintervention school year. Nevertheless, some teachers and parents believed that the PBS program could be improved for total effectiveness of the program. Surveys on the PBS program were administered to parents, students, and staff. Seventy-two percent of parents indicated that the PBS program was an effective means of curbing the number of student code of conduct violations, although 60 percent of all the parents thought that it could be more effective if there were some changes made to the program. Seventy-one percent of the students liked the program, but just as the parents, 35 percent of them believed that there were some changes that needed to be made. As for the faculty of the target school, 60 percent believed that the program was effective, but 85 percent believed that some changes needed to be made. All the stakeholders agreed that, overall, the program was effective in curbing student code of conduct violations, but with a few simple changes, it could be much more effective. Implications for future research were discussed. More studies should be conducted for students with deeply rooted societal problems and for exceptional learners who have a greater need for counseling. An overall discussion of the perceptions of major stakeholders on the PBS program regarding the programs implementation and its effectiveness was provided. The researcher also discussed the significance of the study in light of schools that are searching for behavior-intervention programs to help decrease their incidences of behavior referrals. The limitations of the study were discussed, and the implications for school administrators and faculty members were provided. Recommendations were made for further studies.
Download or read book Student Engagement written by Amy L. Reschly and published by Springer Nature. This book was released on 2020-03-12 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides cutting-edge, evidence-based strategies and interventions that target students’ engagement at school and with learning. Coverage begins with the background and 29-year history of the Check & Connect Model and describes the model and assessment of student engagement that served as the backdrop for conceptualizing the engagement interventions described in the book. Subsequent chapters are organized around the subtypes of student engagement – academic, behavioral, affective, cognitive – that were developed based on work with the Check & Connect Model. Principles and formal interventions are presented at both the universal and more intensive levels, consistent with the Response-to-Intervention/Multi-Tiered System of Support (MTSS) framework. The book concludes with a summary on the lessons learned from Check & Connect and the importance of a system that is oriented toward enhancing engagement and school completion for all students. Interventions featured in this book include: Peer-Assisted Learning Strategies (PALS). The Homework, Organization, and Planning Skills (HOPS) Intervention. The Good Behavior Game in the classroom. Check-in, Check-out (CICO). Banking Time, a dyadic intervention to improve teacher-student relationships The Self-Regulation Empowerment Program (SREP). Student Engagement is a must-have resource for researchers, professionals, and graduate students in child and school psychology, educational policy and politics, and family studies.
Download or read book Integrated Multi Tiered Systems of Support written by Kent McIntosh and published by Guilford Publications. This book was released on 2016-02-04 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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, 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 Sandra M. Chafouleas.
Download or read book The Effect of School Wide Positive Behavior Interventions and Supports on the Rate of Office Discipline Referrals for Subgroup Populations written by Eileen Frances O'Neil and published by . This book was released on 2017 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the ongoing debate and attention given to the achievement gap between racial groups there has been little progress in closing it. A factor that may be contributing to the achievement gap is a racial discipline gap in schools. Exclusionary discipline practices are used at a higher rate with students from underrepresented populations such as Black and Hispanic students (McIntosh, Chard, Boland, & Horner, 2006; Vincent, Sprague, & Tobin, 2012). Exclusionary discipline equates with a reduction in instructional time, therefore, students who are excluded from school at a higher rate than their peers have reduced opportunities for learning. Positive Behavioral Interventions and Supports (PBIS), when implemented with fidelity, serves to support a positive school environment that teaches expected behaviors in the setting and reduces office discipline referrals (ODRs) in schools (Solomon, Klein, Hintze, Cressey, & Peller, 2012). This study examined the impact of PBIS implementation on ODR rates. Two hypotheses guided the study. Hypothesis 1: When PBIS is implemented with fidelity there is a main effect for years of implementation, with fewer ODRs in the fourth year of implementation than in the first year. Hypothesis 2: When PBIS is implemented with fidelity there is a greater reduction in the number of ODRs for Black students and for Hispanic students than for White students. The data used for this study was from the database of the Office of Special Education Programs (OSEP) National PBIS Technical Assistance Center, housed by the University of Oregon's Educational and Community Supports research unit (University of Oregon, 2016). The main hypothesis was tested with two two-way within schools ANOVAs. The first factor was the year of implementation with two levels (Year 1 vs. Year 4) and the second factor was ethnic subgroup with two levels (Black vs. White, or Hispanic vs. White). A significant interaction effect between year of implementation and subgroup would indicate a change in the size of the discipline gap from Year 1 to Year 4 for either or both comparisons. The findings for this study demonstrated no support for either hypothesis.
Download or read book Implementation Fidelity of Positive Behavior Interventions and Supports and Teacher Perception of PBIS and Classroom Control written by Alicia Tuttle and published by . This book was released on 2021 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student behavior is an important topic that educators must contend with in the current educational climate. Due to changing laws and movement away from zero tolerance policies, schools have had to adapt to manage student misbehavior differently. Positive Behavior Interventions and Supports (PBIS) is a common framework that has been adopted to help create positive behavior change on school campuses when implemented with fidelity; however, teacher perception is important for implementation fidelity of PBIS. There were two purposes to this study. The first purpose of this quantitative, causal-comparative study was to examine the difference between teacher perception of PBIS and teacher perception of classroom control with implementation fidelity of PBIS at schools scoring low, moderate, and high for fidelity of implementation in order to better inform stakeholders about effective ways to ensure reduced discipline, thus increased school safety, and a positive school culture, on a middle school campus. The second purpose of the study was correlational and examined whether there was a relationship between teacher perception of PBIS and teacher perception of classroom control. The study used a causal-comparative research design as well as a correlational research design to address the two research questions. Middle school teachers at schools scored low, moderate, and high for implementation fidelity of PBIS were surveyed at the end of the 2021 school year. There were no significant differences in teacher perception of PBIS and teacher perception of classroom control at schools scoring low, moderate, and high for implementation fidelity, but there was a significant relationship between teacher perception of PBIS and teacher perception of classroom control.
