Download or read book The Effect of Implementing School wide Positive Behavior Interventions and Supports on Student Misbehavior in a Large Urban High School written by John Power and published by . This book was released on 2012 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to examine the effect that implementing School-wide Positive Behavior Interventions and Supports (SWPBIS) had on student misbehavior as determined by Office Discipline Referrals, chronic student misbehavior, In School and Out of School Suspensions assignments, and student tardy referrals in a large urban high school. School-wide Positive Behavior Interventions and Supports is a systematic, proactive, preventive, research-based approach that has shown to reduce student misbehavior when implemented with fidelity. The study focused on the Primary Prevention Tier of SWPBIS to prevent and reduce student misbehavior. The study attempted to answer the question is School-wide Positive Behavior Interventions and Supports an effective model to significantly decrease the number of office discipline referrals, In School and Out of School Suspensions assignments, and student tardy referrals. The results from the study showed SWPBIS significantly reduced ODRs, ODRs of students that exhibited chronic student misbehavior, and student tardy referrals in the targeted large urban high school; however, the effect size was small.
Download or read book An Exploration of Positive Behavior Interventions and Supports Impact on Discipline Achievement and Perceptions of School Climate in an Urban School District written by Robin A. Pettiegrew and published by . This book was released on 2021 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Working Smarter with a Large Urban School District Implementing School wide Positive Behavior Interventions and Supports A Systematic Process to External Coaching written by Kathryn Jean Nichols and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: School-wide Positive Behavior Interventions & Supports (SWPBIS) create an environment within the school that prevents problem behaviors via promotion of prosocial and learning behaviors. The framework of SWPBIS has built within it a system for evaluation, in which the school is evaluated as a unit. External SWPBIS coaches guide schools to engage in ongoing progress monitoring and action planning to direct PBIS efforts and facilitate accurate implementation of the key SWPBIS features. The reliability and concurrent validity of the current SWPBIS evaluations need to be established. Additionally, the ability of large urban school systems to implement SWPBIS with fidelity need to continue to be examined. Finally, the effectiveness of providing evidence-based recommendations in a systematic format via external coaching to improve schools' fidelity of implementation of the key features of SWPBIS will be evaluated as a means for coaching a large number of schools with a system. Eighteen schools in a large urban system comprised the study sample. The current study found that the evaluations had mixed reliability results but lacked concurrent validity. Evaluation results reveal that a large urban school system can implement SWPBIS with fidelity. Additionally, an external coaching procedure improved the results of one of the evaluations. Revisions to the evaluation tools should be considered to improve their reliability and validity. Urban school systems should support sustainment of SWPBIS efforts to promote appropriate behaviors. External coaches should approach working with school systems in a systematic method to improve the schools' effective implementation of SWPBIS.
Download or read book Positive Behavior Support in Secondary Schools written by Ellie L. Young and published by Guilford Press. This book was released on 2011-12-21 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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 convenient large-size format, the book includes useful reproducible forms. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
Download or read book PBIS Playbook written by Victor Moody and published by Independently Published. This book was released on 2024-03 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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!!
Download or read book Behavioral Interventions in Schools written by David Hulac and published by Routledge. This book was released on 2011-01-19 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is a how-to manual for school mental health professionals, educators, and administrators that discusses a series of steps that can be used to proactively manage and prevent many different types of behavioral problems in a positive manner. It incorporates both the high structure and high behavioral expectations that are crucial for school success, but also describes following this structure in such a way that students feel included, important, and respected. Rather than requiring the mental health providers to investigate the research themselves and come up with a behavioral problem solving model, this book includes step-by-step guides on how to implement school-wide and classroom-wide interventions in a response-to-intervention format. For those students who demonstrate more behavior problems, more intensive interventions are included to help alleviate those problems. The first section of the book discusses Tier I interventions and assessments designed to ensure that the school is effectively implementing a high quality, research-based behavioral management system. The next section covers Tier II interventions, those used for students who do not respond adequately to those of Tier I. These interventions are research-based, rigorous, and designed to address a broad range of behavior problems. Finally, the last section discusses Tier III interventions for students in need of highly individualized and intensive interventions to manage behavior problems.
Download or read book The Effects of School wide Positive Behavior Interventions and Supports on Student Achievement and Other Outcomes written by Gail Pamela Angus and published by . This book was released on 2011 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to determine the effects of school-wide positive behavior interventions and supports (SWPBIS) on student academic performance and other outcomes. The participants in the study are eight middle schools from an urban Southern California school district that were mandated to implement SWPBIS in 2005.
Download or read book An Investigation of the Impact of School wide Positive Behavioral Interventions on the Number of Disciplinary Actions Take in a Diverse Urban Middle School and on the Overrepresentation of African American Males Facing Those Actions written by and published by . This book was released on 2014 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: The overuse use of punitive consequences in response to aberrant student behavior has become a focus of attention for policymakers, practitioners, and researchers. Its use appears to be having a detrimental impact on students and their futures. The present study examined practices designed to reduce the number and nature of these punitive approaches used in high-poverty urban middle schools. Furthermore, the literature confirms that African American males receive a disproportionately high percentage of punitive disciplinary practices and that the impact on these students and their future is a concern for schools and society. The present study was conducted at a school in which the number and percentage of disciplinary actions were higher than for similar schools in the district and in which those actions applied to African American males were also disproportionately high. Guided by the literature, the nuances of the first 36 months of a school-wide implementation of Positive Behavioral Interventions and Supports (PBIS) were investigated. The impact of implementation was measured using qualitative interviews, observations, the School-wide Evaluation Tool (SET), the Effective Behavior Support (EBS) Survey, and Office Discipline Referrals (ODRs). The results indicated that school-wide PBIS was implemented with some notable success. School-wide PBIS implementation was measured by the SET at 80% after the first 36 months. Teachers and other staffers increased their level of priority for implementing PBIS with fidelity in their school. There was a decrease in both monthly and annual discipline referrals to the office (the latter dropping from 1,360 to 695) over a 36-month period of time, and the number of disciplinary referrals applied to African American males also decreased (dropping from 444 to 256) during that same period. However, African American males continued to receive a disproportionately high share of those reduced actions. They represented 18% of the student population but received 36% of the disciplinary actions. These findings seem to indicate that the implementation of school-wide PBIS may be an important process. However, as the model continues to be implemented, better and more proactive support for African American males is needed.
Download or read book Exploring high school teachers perceptions of the implementation of the school wide positive behavior interventions and its impact on students with disabilities written by Melody A. Arndts and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Using a State wide Survey to Determine the Impact of Positive Behavior Interventions and Supports on Students Self Reported Perceptions Feelings and Behaviors written by Rachel Youngblom and published by . This book was released on 2014 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined student responses to the Minnesota Student Survey in 286 schools across the state of Minnesota. Of these schools, 143 of the schools had implemented PBIS and the other 143 schools had not. The study included elementary, middle, and high schools. The schools were coded as either small (under 150 students), medium (151-480 students), or large (over 480 students). For schools that had been trained to implement PBIS, fidelity of implementation was also considered and all schools were coded as having either high fidelity (80 or higher for SET; 70 or higher for BoQ) or low fidelity. The cohort level of each school that has implemented PBIS is also recognized. Each school that had implemented PBIS was matched with a school that had not implemented PBIS that had similar free and reduced lunch population (within 15%) and same type of school (elementary, middle or high school) and also the same size of school (small, medium, or large). Students in 5th, 8th, 9th, and 11th grades were asked to complete the Minnesota Student Survey and responses were analyzed to compare the differences in responses across various domains: (a) School behavior: Commitment; (b) School behavior: Discipline; (c) School behavior: Bullying/harassment; (d) School behavior of others: Adult treatment of students; (e) School behavior of others: Student illegal behavior; (f) School behavior of others: bullying/harassment; (g) Risk behavior: General; (h) Risk behavior: Drugs and alcohol. Data were analyzed to determine any differences among student responding based on the PBIS schools' fidelity of implementation scores and the cohort level of the PBIS schools. Results combined across all grade levels demonstrate that students who attended schools that have implemented PBIS with fidelity report lower grades, but that they care more about doing better in school; higher instances of being sent to the office for discipline, but lower instances of bringing a weapon to school; they report that they feel that adults at their school treat students more fairly, that adults at their school listen to the students, that teachers care about students, and that teachers at their school are more interested in them as a person when compared with students who attended schools that were not trained in PBIS. However, fewer positive PBIS-related outcomes and more negative PBIS-related outcomes were found in high schools than were found in elementary schools. Differences between PBIS cohorts and grade levels are also discussed in addition to the limitations of the current study and implications for future research.
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 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 The PBIS Tier Two Handbook written by Jessica Djabrayan Hannigan and published by Corwin Press. This book was released on 2018-01-03 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Move away from one-size-fits-all support to targeted interventions that work! When schools take a positive approach to behavioral issues, everyone benefits. With this companion to The PBIS Tier One Handbook, you’ll develop a menu of data-driven, targeted Tier Two interventions that give students the help they need…without overtaxing school resources. This step-by-step guide features: A framework for developing, implementing, monitoring, and sustaining each level of the system Rubrics for identifying states of implementation and filling in gaps Interventions for use both in and out of the classroom, including social stories, contracts, friendship circles, and anger management skills
Download or read book Positive Behavior Intervention and Supports PBIS and School Culture written by Debra Dennet Letcher-Boeve and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of School Violence and School Safety written by Shane Jimerson and published by Taylor & Francis. This book was released on 2012-03-12 with total page 645 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of School Violence and School Safety: International Research and Practice has become the premier resource for educational and mental health professionals and policymakers seeking to implement effective prevention and intervention programs that reduce school violence and promote safe and effective schools. It covers the full range of school violence and safety topics from harassment and bullying to promoting safe, secure, and peaceful schools. It also examines existing school safety programs and includes the multi-disciplinary research and theories that guide them. Examinations of current issues and projections of future research and practice are embedded within each chapter. This volume maps the boundaries of this rapidly growing and multidisciplinary field of study. Key features include... Comprehensive Coverage – The chapters are divided into three parts: Foundations; Assessment and Measurement; Prevention and Intervention Programs. Together they provide a comprehensive review of what is known about the types, causes, and effects of school violence and the most effective intervention programs that have been developed to prevent violence and promote safe and thriving school climates. Evidence-based Practice – Avoiding a one-size-fits-all approach to prevention and intervention, the focus throughout is on the application of evidence-based practice to address factors most commonly associated with school violence and safety. Implications for Practice – Each chapter bridges the research-to-practice gap, with a section delineating implications for practice of the foregoing research. Chapter Structure – To ensure continuity and coherence across the book, each chapter begins with a brief abstract and ends with a table showing the implications for practice. International Focus – Acknowledging the fact that school violence and safety is a global concern, this edition has increased its focus on insights learned from cross-national research and practice outside the USA. Expertise – The editors and authors are experienced researchers, teachers, practitioners, and leaders in the school violence field, their expertise includes their breadth and depth of knowledge and experience, bridging research, policy, and practice and representing a variety of international organizations studying school violence around the world.
Download or read book The Correlation Between Punitive Consequences and the Implementation of School Wide Positive Behavior Support in an Urban School District in the South written by Esther Plank Bledsoe and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Although many schools have begun developing school wide discipline plans for how school personnel should respond to problem behaviors, the discipline plans tend to rely heavily upon punishment and the application of punitive consequences. An alternative approach, School-wide Positive Behavior Support (SWPBS) is a proactive intervention and support strategy aimed at decreasing problem behaviors by strengthening pro-social behavior. Key components of SWPBS are the use of systemic preventative tactics such as school-wide rules, teaching behavioral expectations to all students, and buy-in from at least 80% of the school staff. It is important to understand the impact of punitive consequences a school uses on the success of SWPBS in reducing problem behavior in schools. The purpose of the current study was to examine the effectiveness of the SWPBS program in schools that continue to implement highly punitive consequences for problem behaviors. Seventeen schools from an urban southeastern community participated. The schools had been implementing SWPBS for one year, but also consistently used referrals to the office, referrals to in-school suspension, referrals to out of school suspensions, and expulsions as consequences for problem behaviors. The current study found that the continued use of punitive consequences had no impact on the schools’ implementing SWPBS in regard to decreasing problem behavior, but that a current commonly used school assessment instrument used for SWPBS was not able to detect the impact of the continued use of punitive consequences.
Download or read book The Effects of Implementing School wide Positive Behavior Support on Student Behavior written by Allina M. Chrisman and published by . This book was released on 2010 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:
