The Effects Of Positive Behavior Interventions And Supports On The Number Of Discipline Referrals And Academic Achievement Of Fourth And Fifth Grade Students PDF Download

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The Effects of Positive Behavior Interventions and Supports on the Number of Discipline Referrals and Academic Achievement of Fourth and Fifth Grade Students

The Effects of Positive Behavior Interventions and Supports on the Number of Discipline Referrals and Academic Achievement of Fourth and Fifth Grade Students
Author: John A. Daves
Publisher:
Total Pages: 118
Release: 2020
Genre:
ISBN:
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Student achievement is one of the most important aspects of school life. With the rise in current standards and the pace to which teachers and students are expected to conduct their lessons, teachers must find ways to improve student behaviors by nonpunitive discipline techniques. Positive Behavior Interventions and Supports (PBIS) is a form of classroom management that focuses on the good behavior rather than the bad behavior. A rural school in Mississippi took on such an initiative by implementing PBIS as a schoolwide discipline management plan after the 2011-2012 school year. The purpose of the study was to determine the effect of the implementation of PBIS on the number of discipline referrals and conduct trend analysis of the number of discipline referrals after the schoolwide implementation of PBIS. Further, the study sought to determine if there were statistically significant relationships between the number of discipline referrals and English language arts score and the number of discipline referrals and mathematics scores. An existing database from a rural school in Mississippi was compiled and analyzed for the purpose of the study. Data were analyzed for a year before PBIS implementation and seven years following PBIS implementation. The findings of the study indicated there was a statistically significant difference in the number of discipline referrals before PBIS implementation when compared to the first year following full implementation. The trend data indicated that Black males consistently had the highest number of discipline referrals and had the lowest test scores in ELA and mathematics. Further, the findings showed there were consistently negative relationships among the number of discipline referrals and ELA scores and the number of discipline referrals and mathematics scores.

The Effects of Positive Behavior Interventions and Supports (PBIS) Tier 1 on Student Behavior

The Effects of Positive Behavior Interventions and Supports (PBIS) Tier 1 on Student Behavior
Author: Sidney Guillory
Publisher:
Total Pages: 142
Release: 2015
Genre: Behavior modification
ISBN: 9781339455464
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The purpose of this single longitudinal case study was to evaluate the impact of PBIS as a viable alternative for an elementary school to improve behavior and academic outcomes for all students at the Tier 1 level. The foundation of Positive Behavioral Intervention and Supports (PBIS) and its practices is that social behaviors and academic achievement are connected. When students spend more time in behavior-related activities, it becomes more challenging to participate in activities related to learning academic content. PBIS is designed to reduce inappropriate behaviors and provide more time to improve student academic performance by establishing a positive behavioral environment. In this case study, data were collected through the examination of office discipline referrals (ODRs), suspensions, and state reading scores both before and after implementation of PBIS Tier 1. The data were analyzed descriptively and comparatively over a four year span (0, 1, 2, and 3 years). The results suggested the number of documented ODRs and suspensions decreased during Year 1 and Year 2 when compared to baseline Year 0. ODRs and out-of-school suspensions greatly increased during the fourth year, while in-school suspensions greatly decreased during the fourth year when compared to baseline Year 0. Extraneous variables were discussed as possible causes for the results reported in Year 3. When the case study analyzed the standardized reading test scores grades third through fifth results were mixed when compared to baseline and behavior data. The data collected suggested a measureable difference in students' academic reading achievement based on state reading score performance during the three years following the implementation of PBIS Tier 1. When compared to the increase in ODRs, the academic scores do not support the research finding. Qualitative data were also analyzed after using open-ended interview questions for a deeper understanding of staff members' perceptions of behavior management and discipline procedures used with the implementation of PBIS Tier1. Results indicated that implementing PBIS Tier 1 helped to produce positive changes in behavior and improved the decision-making abilities of students. Although the results affirmed that PBIS Tier 1 was effective in reducing behaviors and increasing reading scores, further study is recommended on how to improve sustainability in an elementary school setting. Results of this case study could also benefit administrators in this school district as they evaluate the effectiveness of PBIS Tier 1 and plan to implement further interventions or programs.

The Effects of Positive Behavioral Interventions and Supports (PBIS) on Student Behavior

The Effects of Positive Behavioral Interventions and Supports (PBIS) on Student Behavior
Author: Tim Sanchez
Publisher:
Total Pages: 60
Release: 2016
Genre: Behavior modification
ISBN:
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With the implementation of Positive Behavioral Interventions and Supports (PBIS) program in schools, the inappropriate behavior of students is documented to determine the numbers of Office Discipline Referrals (ODRs) students are amassing during the academic school year. These numbers will help in determining comprehensive interventions that these students will need. This study investigated the behavior of students from fourth, fifth, and six-grade during the academic school years form 2014-2016. Through statistical analysis, this author found that there was significant difference found in ODRs from fourth to fifth-grade and no difference from fifth-grade to sixth-grade among the student participants. As a matter of fact, significantly more ODRs were issued in fifth-grade compared to fourth-grade. The author also found a small number of students who were repeatedly referred to the office for inappropriate behavior. This finding may suggest that these students need more comprehensive interventions to achieve appropriate behavior.

Evaluation of the Positive Behavior Support Program on Fourth-Grade Student Discipline Infractions

Evaluation of the Positive Behavior Support Program on Fourth-Grade Student Discipline Infractions
Author: Dr. James A. Bracy
Publisher: AuthorHouse
Total Pages: 80
Release: 2018-02-17
Genre: Social Science
ISBN: 1546228829
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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.

The Effects of Positive Behavior Interventions and Supports (PBIS) on Middle Level Students

The Effects of Positive Behavior Interventions and Supports (PBIS) on Middle Level Students
Author: Michael Raymond Havener
Publisher:
Total Pages: 77
Release: 2011
Genre: Behavior modification
ISBN:
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Many theories regarding school discipline have been developed and implemented. In this study, various discipline models are discussed and analyzed. One particular model that claims to significantly reduce discipline referrals is Positive Behavior Interventions and Supports (PBIS). The primary purpose of this study was to determine if PBIS is effective in reducing discipline referrals in a particular Midwest suburban 6-8 middle school. In addition, the referrals were analyzed to determine if there was a significant change in the academic achievement in the Missouri Assessment Program (MAP) math and communication arts test scores after implementation of PBIS in 2008-2009. The population in this study was approximately 600 students attending a suburban Midwestern grade 6-8 middle school with fifty-nine (59) teachers and two (2) administrators. Behavior referral data for the 2009-2010 and 2010-2011 academic years were compared to the 2008-2009 academic year to determine if there was a significant difference in the number of referrals since the program was initiated. In addition, the referrals were analyzed by using a frequency count to determine if conclusions can be drawn from the types of referrals. A comparison of academic achievement, using the Missouri Assessment Program (MAP) was also used to compare the pre and post initiation of PBIS. A t test and an analysis of variance revealed significant effects were only shown for the behavior referral data. The null hypothesis was rejected resulting in acceptance of the alternative hypothesis stating that a significant decrease in behavior referrals occurred. This information provides evidence that PBIS should continue to be implemented to minimize the number of behavior referrals. On the contrary, there was no significant effect on academic achievement according to the MAP results collected. Further studies are necessary to show whether there are any long term effects on academic achievement.

The effects of school-wide positive behavior interventions and supports on the number of office discipline referrals and academic achievement at East Elm Middle School compared to Roughedge Middle School

The effects of school-wide positive behavior interventions and supports on the number of office discipline referrals and academic achievement at East Elm Middle School compared to Roughedge Middle School
Author: Debbie J. Taylor
Publisher:
Total Pages: 0
Release: 2011
Genre:
ISBN:
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Effects of Positive Behavioral Interventions and Supports on Attendance, Grades, and Discipline Referrals

Effects of Positive Behavioral Interventions and Supports on Attendance, Grades, and Discipline Referrals
Author: Ann C. Miles
Publisher:
Total Pages: 100
Release: 2013
Genre: Rewards and punishments in education
ISBN:
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Suspension from school removes students from the educational environment and interferes with school progress by decreasing prospects of gaining academic and social skills. Suspension also negatively affects school attendance and is an indicator of future disciplinary problems. To address problem behaviors that can lead to school suspensions, Positive Behavioral Interventions and Support (PBIS) was developed as an empirically-based approach to effect meaningful behavior change through providing positive reinforcement and modeling appropriate behavior. The purpose of this quantitative study was to determine if grades, attendance, and number of discipline referrals of suspended high school students changed after participation in PBIS. Guided by the behavior modification theory, this study employed the PBIS model for its conceptual framework and explored if there was a difference in suspended students' grades, attendance, and number of discipline referrals after participating in PBIS. Suspended high school students' (n = 136) grades, attendance, and number of discipline referrals from the fall 2010 semester when there was no PBIS, were compared to the fall 2011 semester, when PBIS was implemented. The results of the paired-samples t tests indicated that grades did not change after participating in PBIS, but attendance and the number of discipline referrals did significantly improve after participating in PBIS. Implications for social change include offering high schools a research-based alternative to ineffective punishment for student misbehaviors, delivering an effective intervention that positively affects the academic and behavioral needs of students who may otherwise be subject to failure in high school, and providing them with the motivation to remain in school until graduation.

Closing the School Discipline Gap

Closing the School Discipline Gap
Author: Daniel J. Losen
Publisher: Teachers College Press
Total Pages: 286
Release: 2015
Genre: Education
ISBN: 0807773492
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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

The Effects of Positive Behavior Intervention Support Strategies on Student Achievement and Discipline

The Effects of Positive Behavior Intervention Support Strategies on Student Achievement and Discipline
Author: Kerry P. Martin
Publisher:
Total Pages: 76
Release: 2014
Genre:
ISBN:
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This researcher experienced negative results using reactive disciplinary procedures in a public elementary school in Georgia. An investigation of preventative, proactive approaches to student discipline led to Positive Behavior Intervention Support (PBIS). A PBIS committee, comprised of teachers, counselors, and one administrator, developed behavioral expectations for different areas throughout the building. Teachers taught, modeled, and reinforced positive behavior expectations. The administration at this elementary school questioned whether PBIS had positive effects on student achievement and behavior opposed to previous years when PBIS was not implemented. This research was quantitative in design using descriptive statistics. A collection of standardized test scores and office discipline referrals during the years 2010-2011 and 2011-2012 for the same cohort of students determined the statistical significance of the study. The Positive Behavior Intervention Support strategy implementation showed statistical significance in the areas of standardized test scores in reading and math in addition to behavior.

The Effect of School-Wide Positive Behavior Interventions and Supports on the Rate of Office Discipline Referrals for Subgroup Populations

The Effect of School-Wide Positive Behavior Interventions and Supports on the Rate of Office Discipline Referrals for Subgroup Populations
Author: Eileen Frances O'Neil
Publisher:
Total Pages: 128
Release: 2017
Genre: School discipline
ISBN:
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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.