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Perceptions of a School-wide Positive Behavior Support Program Pilot and Its Impact on Students

Perceptions of a School-wide Positive Behavior Support Program Pilot and Its Impact on Students
Author: Julie A. Frey
Publisher:
Total Pages: 105
Release: 2016
Genre: Parent-teacher relationships
ISBN:
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The No Child Left Behind Act of 2001 (NCLB) acknowledges the involvement of parents in their children's education. Research suggests that teachers educate more effectively when parents are involved in the process. Seminal studies have noted the positive effect of parent and family engagement on student achievement. This particular study was focused on exploring the parent and teacher perceptions of the effect of a school-wide positive behavior support program on students in grades 9-12. The research explored findings from the responses of 32 total participants that included 19 secondary teachers and 13 parents from a public high school in south central Pennsylvania. Qualitative methodology was employed. Surveys and interviews were used to gather data. Results indicated that parents expressed familiarity and satisfaction with components of the program but did not see the program as effective and having an impact on their child. In contrast, teachers viewed the program more positively overall. Teachers viewed the program as having a positive impact on their students, specifically decreasing student discipline problems and improving the relationships between adults and students.

An Exploration of Positive Behavior Interventions and Supports Impact on Discipline, Achievement, and Perceptions of School Climate in an Urban School District

An Exploration of Positive Behavior Interventions and Supports Impact on Discipline, Achievement, and Perceptions of School Climate in an Urban School District
Author: Robin A. Pettiegrew
Publisher:
Total Pages: 95
Release: 2021
Genre:
ISBN:
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As the call for reducing school suspensions and academic achievement improvement moves across the country, schools are responsible for implementing discipline restructure and academic growth programs. In various research studies, positive student and school behavior outcomes have been associated with Positive Behavior Interventions and Supports (PBIS) since its implementation in schools in the late 1990s. However, additional research in understanding the impact of PBIS practices on reported school suspension, school climate perceptions, and student academic achievement (i.e., standardized test scores) would be useful. This study could potentially contribute to the literature and fill a gap not yet explored on the relationship between PBIS implementation and discipline practices impacting African American students, school climate perceptions, and student achievement. School officials can utilize this study's findings to determine their dedication and commitment to PBIS as a behavior intervention within school systems. Utilizing data collected from a large urban school district in Ohio, this study will examine the association between PBIS implementation, the suspension rate of all students, individual student achievement, and school climate perceptions while emphasizing PBIS' impact on African American students. The research data in this study will focus on grade levels elementary through high school. The data will be analyzed using linear regressions. Limitations of this study will be discussed.

Staff Perception of the Impact of School-wide Positive Behavior Support on Middle and High School Climate

Staff Perception of the Impact of School-wide Positive Behavior Support on Middle and High School Climate
Author: Mary Olszewski
Publisher:
Total Pages: 141
Release: 2019
Genre: High school teachers
ISBN:
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This qualitative research study investigated certified and classified school staff perceptions of School-Wide Positive Behavior Support (SWPBS) implementation and whether SWPBS is perceived as having a positive impact on student behavior, safety, and overall school climate. The study utilized the Staff Perception of Behavior and Discipline (SPBD) survey. The SPBD is an online survey comprised of Likert-type and open-ended questions (Feuerborn, Tyre, & King, 2015). Additionally, a researcher-developed interview was conducted with volunteers in order to ascertain a deeper level of understanding of staff perceptions. A total of 158 staff, 143 certified and 15 classified, completed the SPBD survey, and 12 staff volunteered to be interviewed. Participant perceptions were influenced by commitment to SWPBS and support provided by administration. Based on the responses provided, the strong majority of staff expressed they agree with the SWPBS effort. The large majority of participants indicated they teach SWPBS, acknowledge/reward students for meeting school-wide expectations, and apply the school-wide disciplinary consequences. Additionally, the majority of participants expressed the belief that harsher punishment is the solution for students experiencing behavior problems. These expressed staff perceptions indicate that more professional development is needed in the participating middle and high schools, as the current perceptions regarding discipline are in conflict with the basic ideology of SWPBS.

Handbook of Positive Behavior Support

Handbook of Positive Behavior Support
Author: Wayne Sailor
Publisher: Springer Science & Business Media
Total Pages: 778
Release: 2008-12-02
Genre: Psychology
ISBN: 0387096329
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A revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services nationwide. The Handbook of Positive Behavior Support gathers into one concise volume the many elements of this burgeoning field and organizes them into a powerful, dynamic knowledge base – theory, research, and applications. Within its chapters, leading experts, including the primary developers and researchers of PBS: (1) Review the origins, history, and ethical foundations of positive behavior support. (2) Report on applications of PBS in early childhood and family contexts, from Head Start to foster care to mental health settings to autism treatment programs. (3) Examine school-based PBS used to benefit all students regardless of ability or conduct. (4) Relate schoolwide PBS to wraparound mental health services and the RTI (response to intervention) movement. (5) Provide data and discussion on a variety of topics salient to PBS, including parenting issues, personnel training, high school use, poorly functioning schools, and more. This volume is an essential resource for school-based practitioners as well as clinicians and researchers in clinical child, school, and educational psychology.

Exploring high school teachers' perceptions of the implementation of the school-wide positive behavior interventions and its impact on students with disabilities

Exploring high school teachers' perceptions of the implementation of the school-wide positive behavior interventions and its impact on students with disabilities
Author: Melody A. Arndts
Publisher:
Total Pages: 0
Release: 2023
Genre: Behavior modification
ISBN:
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Schoolwide Positive Behavior Intervention and Supports (SWPBIS) is a tiered program that provides three levels of behavior and social-emotional support for students. Tier one is for all students, tier two is for some students in need of targeted or some additional intervention, while tier three is for few students who need the most intensive support (Center on PBIS, 2023b; Lewis et al., 2017; Simonsen et al., 2008; Sugai & Horner, 2002). Schools have increasingly implemented Schoolwide Positive Behavior Intervention and Supports (SWPBIS), but research suggests that few high schools have implemented SWPBIS when compared with elementary and middle schools (Feuerborn et al., 2015; Flannery et al., 2013). High schools have varying contextual factors that differ from elementary and middle schools, presenting distinctive challenges with the implementation process and fidelity of SWPBIS. This qualitative phenomenological study explores secondary teachers’ perceptions of the school-wide and class-wide implementation process of SWPBIS at the high school level and its impact on students with disabilities and other health impairments. Additionally, this study examines secondary teachers’ perceptions of effective discipline strategies and their perception regarding out-of-school suspensions. Findings suggest that inequitable practices of the SWPBIS may likely stem from personal beliefs and philosophy of SWPBIS, teacher autonomy in the classroom, lack of time and inconsistent implementation, and buy-in.

The Impact of Data Sharing on the Accuracy of Staff Perceptions in Schools Implementing School-wide Positive Behavior Support

The Impact of Data Sharing on the Accuracy of Staff Perceptions in Schools Implementing School-wide Positive Behavior Support
Author:
Publisher:
Total Pages: 358
Release: 2009
Genre:
ISBN:
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Decisions to refer students for disciplinary consequences (Hyman & Perone, 1998), eligibility for special services referrals (Smart, Wilton, & Keeling, 1980), and even suspension or expulsion (Brooks, Schiraldi, & Zeidenberg, 2000), are all likely to be driven by teacher perceptions of student behavior. Yet though there is a wealth of research investigating the mechanisms and consequences of teacher perceptions of student behavior, the accuracy of these perceptions has not been addressed in the literature. This study contrasted staff responses on questionnaires about student behavior by infraction category, school locations, and times with the actual referral counts from each setting to achieve a measure of perceptive accuracy for each participant. The results presented in this study extend the research literature on teacher perceptions by providing strong support for data sharing as a perception-changing mechanism among participants working in schools implementing school-wide positive behavior support (SWPBS). Participants assigned to conditions in which school-wide discipline data were shared had accuracy scores which were statistically higher than those in non-data sharing conditions. However, asking participants to report their perceptions more than once did not increase the accuracy of their responses in a statistically significant way. The application of an experimental research design and the use of appropriate statistical significance tests draw attention to effects which are statistically real. Additionally, the random assignment of participants within schools to one of four conditions provides us with confidence that the intervention, and not some factor, caused the change in accuracy scores among participants.

Staff and Student Perceptions of School Climate

Staff and Student Perceptions of School Climate
Author: Chelsea McColley
Publisher:
Total Pages: 106
Release: 2010
Genre: School environment
ISBN:
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Positive school climates have been found to promote pro-social behaviors and increase students' academic achievement. School-wide Positive Behavior Interventions and Supports provides a framework and set of ideals for educators to create a positive school culture. The current study examined differences in staff and student perceptions, as well as perceptions in primary versus secondary buildings, related to several factors of school climate (rules and expectations, safety, student relationships, teacher-student relationships). Data was collected through staff and student ratings on the Delaware School Climate Surveys and the results were compared using a MANOVA. A significant interaction was found on the Rules and Expectations and the School Safety Scales. Ideas for teaching students appropriate behavior, using data to make decisions about building practices, and matching the level of support with the needs of the students were discussed.

Teachers' Perceptions on Effects of School-wide Positive Behavior Supports on Elementary Classrooms

Teachers' Perceptions on Effects of School-wide Positive Behavior Supports on Elementary Classrooms
Author: Amy Flannery
Publisher:
Total Pages: 105
Release: 2014
Genre: Rewards and punishments in education
ISBN:
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This qualitative study examined teachers' perceptions on the effects of school-wide positive behavior supports (SWPBS) on elementary schools and classrooms. Elementary educators from two school districts in southeastern Pennsylvania who had been implementing SWPBS were invited to participate in a survey, open-ended questions, and interviews. Qualitative data analysis from the study resulted in identifying (a) successful implementation at the school and classroom level associated with the existence of critical elements of SWPBS, (b) positive impacts of SWPBS at the school level, (c) a relationship between classroom implementation levels and staff buy-in, and (d) the impact of principal leadership on the overall program. This study also identified areas of interest for future research, including a quantitative study on the effect of SWPBS on student achievement and a qualitative study on teachers' perceptions of the effects of positive reinforcement on the elementary classroom.

Teacher Perceptions of the Use of School-wide Positive Behavior Interventions and Supports at Reducing the Presence of Bullying in Middle Schools

Teacher Perceptions of the Use of School-wide Positive Behavior Interventions and Supports at Reducing the Presence of Bullying in Middle Schools
Author: Kristine Marie Harper
Publisher:
Total Pages: 138
Release: 2015
Genre: Bullying in schools
ISBN:
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Each day students throughout the world are exposed to bullying in many different ways and on many different occasions. Bullying has received such a great amount of attention through the media, that it leaves parents and community members with the belief that bullying has become a bigger problem today than it ever has before (Austin, Reynolds, & Barnes, 2012; Carrera, DePalma, & Lameiras, 2011; Packman, Lepkowski, Overton, & Smaby, 2005; Rigby & Smith, 2011). Nearly every state in the nation has passed laws regarding bullying and increasing the responsibility of schools and districts to implement programs to prevent and/or address bullying on their campuses (U.S. Department of Education, 2011). Many schools and districts have not only developed policies to place them in compliance with the passed legislation, but they have begun to implement programs, such as School-Wide Positive Behavior Interventions and Supports (SWPBIS), as a method to help improve the overall school environment (Pugh & Chitiyo, 2012; Reinke, Herman, & Stormont, 2012; Simonsen & Sugai, 2013). While it has shown to help improve the overall school climate, researchers suggest that this may also be utilized to reduce the presence of bullying in schools (Good, McIntosh, & Gietz, 2011; Packman et al., 2005; Pugh & Chitiyo, 2012). This study examined the perceptions of middle school teachers concerning the use of SWPBIS in their schools, along with their perceptions of its effectiveness at reducing the presence of negative student behaviors, such as bullying. Research was conducted using quantitative data to determine teacher perceptions of the questions being presented in this study. While the outcomes to nearly all of the research questions reported very little significance, these results showed that teachers' perceived that SWPBIS is effective at reducing the presence of negative student behaviors within the school when it has been implemented with fidelity. --Page ii.

A Survey of Elementary School Staff Concerning the Use of Positive Behavior Intervention and Supports Program

A Survey of Elementary School Staff Concerning the Use of Positive Behavior Intervention and Supports Program
Author: Rebecca Snider
Publisher:
Total Pages: 28
Release: 2013
Genre: Behavior modification
ISBN:
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"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."