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The Effects of School-wide Positive Behavior Interventions and Supports on Student Achievement and Other Outcomes

Author	: Gail Pamela Angus
Publisher	:
Total Pages	: 360
Release	: 2011
Genre	: Classroom management
ISBN	:

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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.

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.

School-wide Positive Behavior Interventions and Supports

Author	:
Publisher	:
Total Pages	: 126
Release	: 2014
Genre	: Academic achievement
ISBN	:

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"Today's schools face the challenges of maintaining academic rigor and results, while managing problematic behaviors. Such challenging behaviors can greatly impact student achievement. In order to address this concern, many schools are adopting an approach called School-Wide Positive Behavior Interventions and Supports (SW-PBIS). Core components of SW-PBIS include proactively teaching student expectations and shaping student behavior as well as structured, consistent responses to problematic behavior. Significant research has been conducted to assess the effectiveness of positive behavior and planned, function-based consequences for negative behavior can decrease disruptive behavior and increase academic success in schools. In order to achieve such positive outcomes, teachers and students need to be adequately trained in and support SW--PBIS and the approach must be implemented with a high level of fidelity across the school setting."--leaf 3.

Integrated Multi-Tiered Systems of Support

Author	: Kent McIntosh
Publisher	: Guilford Publications
Total Pages	: 369
Release	: 2016-03-15
Genre	: Psychology
ISBN	: 1462524745

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Many schools have implemented academic response to intervention (RTI) and schoolwide positive behavioral interventions and supports (PBIS) as separate initiatives. This book provides keys to making these programs more effective, seamless, efficient, and sustainable by combining them into a single multi-tiered system of support (MTSS). Steps and strategies are outlined for integrating data structures, practices, teams, and district systems. Contributing authors present detailed case examples of successful MTSS implementation in three states. In a large-size format with lay-flat binding, the book features 27 reproducible checklists and evaluation tools. Purchasers get access to a companion website where they can download and print the reproducible materials plus other helpful resources. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.

Student Engagement

Author	: Amy L. Reschly
Publisher	: Springer Nature
Total Pages	: 338
Release	: 2020-03-12
Genre	: Psychology
ISBN	: 3030372855

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This book provides cutting-edge, evidence-based strategies and interventions that target students’ engagement at school and with learning. Coverage begins with the background and 29-year history of the Check & Connect Model and describes the model and assessment of student engagement that served as the backdrop for conceptualizing the engagement interventions described in the book. Subsequent chapters are organized around the subtypes of student engagement – academic, behavioral, affective, cognitive – that were developed based on work with the Check & Connect Model. Principles and formal interventions are presented at both the universal and more intensive levels, consistent with the Response-to-Intervention/Multi-Tiered System of Support (MTSS) framework. The book concludes with a summary on the lessons learned from Check & Connect and the importance of a system that is oriented toward enhancing engagement and school completion for all students. Interventions featured in this book include: Peer-Assisted Learning Strategies (PALS). The Homework, Organization, and Planning Skills (HOPS) Intervention. The Good Behavior Game in the classroom. Check-in, Check-out (CICO). Banking Time, a dyadic intervention to improve teacher-student relationships The Self-Regulation Empowerment Program (SREP). Student Engagement is a must-have resource for researchers, professionals, and graduate students in child and school psychology, educational policy and politics, and family studies.

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.

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

Classwide Positive Behavior Interventions and Supports

Author	: Brandi Simonsen
Publisher	: Guilford Publications
Total Pages	: 249
Release	: 2015-01-27
Genre	: Psychology
ISBN	: 1462519431

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A vital classroom management resource, this book shows how to implement positive behavior interventions and supports (PBIS) in K-12 classrooms, regardless of whether PBIS is adopted schoolwide. The primary focus is universal (Tier 1) support for all students. Practical, step-by-step guidelines are provided for structuring the classroom environment, actively engaging students in instruction, teaching positive expectations, and establishing a continuum of strategies to reinforce positive behavior and respond to inappropriate behavior. Numerous real-world examples and learning exercises are included. In a large-size format with lay-flat binding for easy photocopying, the book includes reproducible tools for classwide PBIS planning and implementation. Purchasers get access to a Web page where they can download and print the reproducible materials.

The Effects of School-wide Behavior Support on Special Education Students' Achievement and Office Discipline Referrals

Author	: Sandy Dawes
Publisher	:
Total Pages	: 260
Release	: 2011
Genre	: Behavior modification
ISBN	:

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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.