Download or read book The Relationship between School Wide Positive Behavior Support Implementation and Office Discipline Referrals at the Secondary Level written by Isaac William Sooter and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Positive Behavior Supports written by Robert C. Hasson (Jr.) and published by . This book was released on 2011 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: Public schools are faced with the ever-increasing pressure of maintaining a safe learning environment while continuously improving student performance. Also, there has been a growing concern among administrators and teachers for implementing an effective discipline plan that will keep students in class and engaged in learning as much as possible. In response, school-wide Positive Behavior Support (PBS) models are growing in popularity to address both of these issues. An effective school-wide Positive Behavior Support model, if implemented correctly, involves an entire school population (students, faculty and school administration). This study focused on the effects of PBS implementation on office discipline referrals and TAKS mathematics and Reading scores comparing two similar suburban intermediate schools; one that implemented a school-wide PBS program and a non-PBS school during a three year period. The quantitative results of this study revealed significant differences were found during specific years of the study for in-school suspensions, out-of-school suspensions, and student TAKS mathematics scores; however, no significant differences were found for DAEP placements and student TAKS Reading scores for all three years of the study respectively. Results from the qualitative inquiry revealed that the experimental school improved TAKS performance each year, experienced a decline in office discipline referrals, developed a strong sense of staff and student loyalty about their school, had minimal teacher turnover, conducted staff trainings with fidelity, and established very clear school-wide expectations among students and staff. Results from the control school revealed no difference in the number of office discipline referrals, an increase in serious student disruptive behaviors, a decline on TAKS performance, inconsistencies in staff trainings, and an increase in teacher turnover. Therefore, it is hard to be certain if PBS implementation made a distinct impact on student achievement during the years of this study. It is recommended that future studies are conducted over longer periods of time to assess the effects of PBS implementation versus the absence of PBS implementation at various school levels and settings.

Download or read book Exploring the Relation Between Office Discipline Referrals and Reinforcement Rates in Schoolwide Positive Behavior Support Programs written by Michelle R. Woidneck and published by . This book was released on 2011 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: The implementation of schoolwide positive behavioral support (SWPBS) programs is becoming increasingly common in schools across the nation. Although a primary assumption of SWPBS is that schoolwide administration of positive supports to students who meet behavioral expectations will result in fewer behavior problems, surprisingly few studies have investigated the effects of various positive reinforcement rates (RR) on office discipline referral rates (ODR). This study investigated the relationship between RRs and ODRs among schools (N = 44) implementing SWPBS programs with high fidelity. Results revealed no significant differences in RRs or ODRs between Title I and non-Title I schools but did reveal a significant difference in the ratio of RRs to ODRs between the top and bottom ODR quartile schools. Overall, RRs were slightly associated with a decrease in ODRs. Results also suggested schools did not appropriately respond to schoolwide RR and ODR data. The present status of SWPBS data collection and utilization procedures is presented and practical implications are discussed.

Download or read book Positive Behavior Support at the Secondary Targeted Group Level written by Laura A. Riffel and published by Corwin Press. This book was released on 2014-09-04 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: Seal the gaps in student learning with targeted intervention Research on positive behavior support has focused largely on tier one, school-wide disciplinary policies, and tier three interventions tailored to highly problematic students. This leaves a gap in the middle. "Yellow zone", or tier two, interventions are an extremely effective way to address many challenging behavior and disciplinary issues in small group settings. Positive Behavior Support at the Secondary "Targeted Group" Level shows teachers how to identify the students who can benefit from tier two interventions and demonstrates how to create an implementation plan that delivers results. Focusing on proactive strategies rather than reactive solutions, Riffel and Mitchiner’s research-based techniques include: General strategies that can be applied at the individual student level, such as self-management, proximity control, and the Premack principle and peer mentoring Comprehensive action plans that anticipate the full range of disruptions that may occur A useful behavior rating sheet proven effective in improving student behavior "Funk Sway" For The Classroom: Using Feng Shui principles to create a classroom environment that enhances productivity, learning, and creativity Apply the techniques in this book to reduce challenging behavior, improve school climate, and improve outcomes for ALL students. "This book is easy to read, understand, and implement in any classroom or school. Teachers will be drawn to the resources that can be copied and used immediately! I can’t wait to apply some of these practices in my classroom!" Rachel Spenner, Sixth Grade Teacher Westridge Elementary School

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 Closing the School Discipline Gap written by Daniel J. Losen and published by Teachers College Press. This book was released on 2015 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund

Download or read book Implementing School wide Positive Behavior Support written by Rachel Mara Cohen and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This study evaluated the influence of academic, behavioral, and sociocultural variables on the implementation of Schoolwide Positive Behavior Support (SWPBS), a system intended to improve discipline in school buildings. The number of schools that are implementing SWPBS has been increasing dramatically over the years as school violence continues to rise and solutions are needed to improve school climate. This study examined the relationship between three categories of variables and the level of implementation of SWPBS in three multiple regression analyses. The categories were school demographic variables (i.e., ethnicity, socio-economic status, teacher: student ratio, percentage of teachers who are out-of-field), severity of need for change (suspensions, office referrals, percentage of students below grade level in reading), and team process variables (coaching, team functioning, administrative support). Of these variables, team functioning was the only one found to be significantly related to implementation. A second component of the study involved collecting data relating to factors that were enablers or barriers to the implementation of SWPBS. Two-hundred and thirty-six school personnel completed a survey, Schoolwide Implementation Factor Survey (SWIF). The survey derived three factors through a factor analysis: school, staff, and students; principal; and assistant principal. These factors were all found to have a high Cronbach's alpha for internal consistency. There were significant differences between schools with a high, middle, and low level of implementation on all of these factors, with respondents from high implementing schools scoring the highest on all factors, and respondents from low implementing schools scoring the lowest. The item on the survey rated as the most helpful in the implementation process was "Expectations and rules that are clearly defined," while the item rated as the most problematic in the implementation process was "Adequate funding for PBS." Overall, the results highlighted the complexity of implementing a system-wide change.(i.e., ethnicity, socio-economic status, teacher: student ratio, percentage of teachers who are out-of-field), severity of need for change (suspensions, office referrals, percentage of students below grade level in reading), and team process variables (coaching, team functioning, administrative support). Of these variables, team functioning was the only one found to be significantly related to implementation. A second component of the study involved collecting data relating to factors that were enablers or barriers to the implementation of SWPBS. Two-hundred and thirty-six school personnel completed a survey, Schoolwide Implementation Factor Survey (SWIF). The survey derived three factors through a factor analysis: school, staff, and students; principal; and assistant principal. These factors were all found to have a high Cronbach's alpha for internal consistency. There were significant differences between schools with a high, middle, and low level of implementation on all of these factors, with respondents from high implementing schools scoring the highest on all factors, and respondents from low implementing schools scoring the lowest. The item on the survey rated as the most helpful in the implementation process was "Expectations and rules that are clearly defined," while the item rated as the most problematic in the implementation process was "Adequate funding for PBS." Overall, the results highlighted the complexity of implementing a system-wide change.

Download or read book The Effects of School wide Behavior Support on Special Education Students Achievement and Office Discipline Referrals written by Sandy Dawes and published by . This book was released on 2011 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the effect School-Wide Positive Behavior Support had on special education students. achievement and office discipline referrals. Sixty-nine special education students from eight elementary schools participated in this study. Thirty-four participants were in the group with School-Wide Positive Behavior Support, and 35 participants were in the group with no discipline program. The participants all had attended their schools for a minimum of two consecutive years. A quantitative causal comparative research method was utilized to compare the participants with School-Wide Positive Behavior Support to the participants with no School-Wide Positive Behavior Support Program. This study utilized two school years of archival data to obtain students. TCAP math and language achievement test scores. Several methods were utilized to obtain the office discipline referrals from the participating schools. The data was then analyzed and the nine null hypotheses were tested. A t- test was utilized for much of the data to compare the means and determine a means difference. Some of the data was not normally distributed and a non-parametric test also was utilized for three of the null hypotheses. The researcher in this study set the alpha level of significance at .05. After careful analysis of the data this study concluded that School-Wide Positive Behavior Support does not have a statistically significant effect on math and language achievement scores or office discipline referrals. The null hypotheses were retained. This study was conducted after a year of School-Wide Positive Behavior Support implementation. The literature review found that the longer the program is in effect the more probable it is for schools to see significant results. Also, the researcher found that if the alpha had been set at .10 a statistical significance would have been found, in terms of office discipline referrals. It is recommended that further research be conducted on the effects of School-Wide Positive Behavior Support. If this study were replicated after the program has been in place for four years, the data analysis may find different outcomes. Utilizing an entire school population would give the researcher more information and might have different results also. Utilizing School-Wide Positive Behavior Support is aiding in meeting the discipline needs of schools across the country, and research on its effects should be continued.

Download or read book Differences in Office Discipline Referrals After Implementation of School wide Positive Behavior Intervention and Support written by Chelsea Wallace and published by . This book was released on 2014 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was conducted to determine whether there is a significant difference in Major and Minor Office Discipline Referrals during each phase of School-Wide Positive Behavior Intervention and Support implementation at the middle school level. Behavior issues must be approached proactively, rather than reactively. This creates a safer, more productive learning environment that in turn can promote higher levels of student achievement. Research shows that students respond better to positive, rather than punitive responses. Positive Behavior Intervention and Support is centered on that idea. The study was conducted using discipline data, including major and minor office referrals, as compiled by a discipline management system at a Midwestern middle school. The data was analyzed using an ANOVA analysis to determine if School-Wide Positive Behavior Intervention and Support makes a significant difference on student discipline incidents. After reviewing the findings of this study and current literature on the topic, it is found that implementation of Positive Behavior Intervention and Support makes a significant difference in Major Office Discipline Referrals, but not in Minor Office Discipline Referrals.

Download or read book School Discipline Classroom Management and Student Self Management written by Howard M. Knoff and published by Corwin Press. This book was released on 2012-06-12 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: An integrated, comprehensive approach to positive behavioral supports and interventions This book provides a pragmatic, easy-to-follow blueprint for Positive Behavior Support Systems (PBSS) implementation that integrates academics, instruction, and achievement with discipline, behavior management, and student self-management. Award-winning author Howard M. Knoff provides guidance on: Implementing a schoolwide discipline and safe schools program Teaching students interpersonal, social problem solving, conflict prevention and resolution, and emotional coping skills Guiding professional development, staff and student buy-in, and evaluation Strengthening parent and community outreach and involvement Included are charts to post in classrooms, worksheets, and action items. Research-based case studies demonstrate how PBSS activities create positive climates, pro-social interactions, and effective management approaches.

Download or read book The Impact of School Wide Positive Behavior Support on Number of Office Discipline Referrals and the Financial Impact It Has on the Allocation of Funds in Both High and Low Socioeconomic Status School Settings written by Sean Christopher Kinsley and published by . This book was released on 2013 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: The analysis involved a search for patterns and relationships between the implementation of the School-Wide Positive Behavior Support strategy and the number of office discipline referrals at the designated schools and by demographic sub-groups. It was hoped that the results of this study would be used to guide the district's decision-making process in regard to the allocation of funds to the highest-need schools to enable them to meet the mandates of Title IV of the No Child Left Behind Act of 2001. These mandates indicate that a school district must provide resources to support the goal of creating a safe and drug-free learning atmosphere for all schools as a means to foster academic growth for all students.

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 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 Effects of Positive Behavior Intervention and Support Levels on Office Discipline Referrals written by Lori Jones Franks and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative ex post facto study investigated the relationship between the number of Office Discipline Referrals (ODRs) that result in out-of-school suspensions and levels of positive behavior intervention and support (PBIS) in elementary, middle, and high schools in three school districts in the Southeastern United States. Many public schools decrease disruptive classroom behaviors that negatively affect the learning environment by implementing evidence-based practices like the PBIS framework that uses six attributes--a multi-tiered approach, reinforcement, data, systems, outcomes, and environment--that addresses the daily systems, data, and practices that affect student outcomes. Also, schools are utilizing internal PBIS coaches to assist in building and sustaining the PBIS framework. The PBIS framework served as a conceptual lens for this study. The U.S. Department of Education Civil Rights Data Collection website served as a data source on office referrals that resulted in an out-of-school suspension. From the website, the researcher collected archival data recorded on a convenience sample (N=285) from elementary, middle, and high schools during the summer 2019 semester. The researcher used Kruskal-Wallis H testing to compare mean differences between the three groups. The results did not find that levels of PBIS support affect ODRs. The conclusions drawn from this study infer that the outcome value of the PBIS framework--a reduction in office referrals--needs to be revisited. Furthermore, the study showed a need to examine PBIS implementation science and close the research-to-practice gap. The study has implications for researchers, educators, and educational policymakers.

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 Handbook of Research on Student Engagement written by Amy L. Reschly and published by Springer Nature. This book was released on 2022-10-19 with total page 672 pages. Available in PDF, EPUB and Kindle. Book excerpt: The second edition of the handbook reflects the expanding growth and sophistication in research on student engagement. Editorial scope and coverage are significantly expanded in the new edition, including numerous new chapters that address such topics as child and adolescent well-being, resilience, and social-emotional learning as well as extending student engagement into the realm of college attendance and persistence. In addition to its enhanced focus on student engagement as a means for promoting positive youth development, all original chapters have been extensively revised and updated, including those focusing on such foundational topics related to student engagement as motivation, measurement, high school dropout, school reform, and families. Key areas of coverage include: Demography and structural barriers to student engagement. Developmental and social contexts of student engagement. Student engagement and resilience. Engaging students through effective academic instruction and classroom management. Social-emotional learning and student mental health and physical well-being. Student engagement across the globe, languages, and cultures. The second edition of the Handbook of Research on Student Engagement is the definitive resource for researchers, scientist-practitioners and clinicians as well as graduate students in such varied fields as clinical child and school psychology, social work, public health, educational psychology, teaching and teacher education, educational policy, and all interrelated disciplines.