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Effectiveness Of School Wide Positive Behavior Interventions And Supports In A Middle School As Measured By Office Discipline Referrals And Explored In Teacher Perceptions
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Book Synopsis Effectiveness of School Wide Positive Behavior Interventions and Supports in a Middle School as Measured by Office Discipline Referrals and Explored in Teacher Perceptions by : William E. Nunn
Download or read book Effectiveness of School Wide Positive Behavior Interventions and Supports in a Middle School as Measured by Office Discipline Referrals and Explored in Teacher Perceptions written by William E. Nunn and published by . This book was released on 2017 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Closing the School Discipline Gap by : Daniel J. Losen
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
Book Synopsis Handbook of Positive Behavior Support by : Wayne Sailor
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.
Book Synopsis Teacher Perceptions of the Use of School-wide Positive Behavior Interventions and Supports at Reducing the Presence of Bullying in Middle Schools by : Kristine Marie Harper
Download or read book Teacher Perceptions of the Use of School-wide Positive Behavior Interventions and Supports at Reducing the Presence of Bullying in Middle Schools written by Kristine Marie Harper and published by . This book was released on 2015 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis A Mixed Methods Study of Middle School Teachers’ Perceptions of Schoolwide Positive Behavior Interventions and Supports and Its Influence on Effective Implementation by : Tiffany J. Baskin-Downs
Download or read book A Mixed Methods Study of Middle School Teachers’ Perceptions of Schoolwide Positive Behavior Interventions and Supports and Its Influence on Effective Implementation written by Tiffany J. Baskin-Downs and published by . This book was released on 2020 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: The use of a multi-tiered system of supports framework has been of growing interest in addressing issues related to disruptive behaviors and school suspensions. The purpose of this mixed-methods sequential, explanatory study was to examine middle school teachers’ perceptions (behavioral expectations defined, behavioral expectations taught, and an ongoing system for rewarding behavioral expectations) of their efforts toward implementing Schoolwide Positive Behavioral Interventions and Supports with fidelity in two middle schools within an urban school district located in Georgia. Data analyses included descriptive statistics, homogeneity of variance Levene’s test, t-tests, factorial analysis, a one-way analysis of variance, post-hoc tests, frequencies and percentages of suspension, and coding to discover themes from focus group responses. Findings were that teacher participants who were SWPBIS members were assumed were assumed to be more knowledgeable and to know more about policy knew more about policy and procedures than non-SWPBIS members. The results indicated that there was statistically significant difference in years of full-time teaching experience between 6 – 10 years and 11 to 15 years and between 11 to 15 years and more than 20 years. In-school and out-of-school suspensions in M. N. Middle School were less than those in C. M. Middle School to a statistically significant degree, and students received fewer suspensions. Focus group findings showed that the majority of participants held high expectations for student behavior. A review of the results implied that schools with increased disruptive behaviors and suspensions may be motivated to adopt a discipline program. The implications for positive social change are dependent on middle school teachers effectively using SWPBIS with fidelity to improve students’ behavior.
Book Synopsis Perceptions of Discipline and Student Behavior Intervention at a Middle School by : Margaret B. Jacobsen
Download or read book Perceptions of Discipline and Student Behavior Intervention at a Middle School written by Margaret B. Jacobsen and published by . This book was released on 2012 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to evaluate the perceptions of student behavioral interventions and discipline by parents, students, staff and teachers at a middle school. Review of the literature suggested three main themes. First, it suggested that there are disparities in the amount and types of discipline by race, gender and socioeconomic status. Second, it suggested that effective interventions include a school-wide approach with positive behavior support from an approach titled, School-Wide Positive Behavioral Intervention and Support (SWPBIS). Last, review of the literature suggested that interventions could be effective when they are targeted, involve families and include mentorship opportunities. To evaluate perceptions about student intervention and discipline at this middle school, a survey and interviews were conducted. Survey and interview questions were developed along the themes presented in the review of literature to evaluate who, according to gender and race, is being disciplined at the school, how the school works together to provide intervention and support and what interventions were perceived to be most effective at promoting positive behavior. After conducting research, it appeared that parents, students, teachers and staff had perceived there to be a school-wide program of intervention and discipline in place, but that those systems could be improved in a variety of ways. Parents, teachers and staff members agreed that communication needed to be improved among all stakeholders in promoting positive behaviors on campus. Recommendations include coming to consensus on a common language and program of progressive intervention and discipline among all stakeholders. It is also recommended that communication be improved and increased between the home and school. In addition, each intervention must be re-evaluated and revised based on its effectiveness.
Book Synopsis School-wide Positive Behavior Support Within a Tier I Response to Intervention Framework by : Vince Scarpetti
Download or read book School-wide Positive Behavior Support Within a Tier I Response to Intervention Framework written by Vince Scarpetti and published by . This book was released on 2013 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study examined the effectiveness of a Tier I Response to Intervention (RtI) program for school-wide positive behavior support (SWPBS) in an urban northeastern school. It was designed to ascertain the effectiveness of this character program in promoting positive behavior growth of middle school students. In addition, it evaluated the perceptions of faculty regarding the implementation and effectiveness of this program as a school-wide positive behavior support model. The research questions that guided this study were: 1."To what extent" did the application of the positive behavior support program impact behavioral performance of middle school students at a northeastern, United States public school? 2. What were the perceptions of the staff regarding the impact of the positive behavior support program on students' behavior? An evaluation research design was used, and data were collected from office discipline referrals before and during implementation using a quantitative approach. The second question was answered using a combination of quantitative and qualitative approaches, which included a survey with a Likert-type scale with open-ended responses. T-tests and Cronbach's alpha were used during statistical analysis. Key findings of this study include that the program supports positive behavioral growth; however, the integrity of the implementation of the program influences its effectiveness. Although this study was conducted at a suburban middle school, the findings may be useful to school systems seeking to implement a school-wide positive behavioral support model in their school.
Book Synopsis 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 by :
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.
Book Synopsis The Effectiveness of a School-wide Positive Behavior Support Plan on Office Discipline Referrals at the Primary, Intermediate, and Middle School Levels by : Quincy L. Jones
Download or read book The Effectiveness of a School-wide Positive Behavior Support Plan on Office Discipline Referrals at the Primary, Intermediate, and Middle School Levels written by Quincy L. Jones and published by . This book was released on 2013 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effectiveness of School-Wide Positive Behavior Programs in Georgia Middle Schools by : Kristy Rutland Arnold
Download or read book The Effectiveness of School-Wide Positive Behavior Programs in Georgia Middle Schools written by Kristy Rutland Arnold and published by . This book was released on 2012 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Discipline issues and inappropriate student behavior in the classroom are issues that administrators and teachers throughout the country deal with on a daily basis and often lead to a loss of instructional time. This causal comparative study examined school-wide discipline programs and compared the behavior of students in schools using school-wide positive behavior management systems to the behavior of students in schools that do not implement school-wide programs based on the numbers of office referrals at each level of behavior. Three middle schools in one northwest county in Georgia were compared based on the presence of School-Wide Positive Behavior Interventions and Supports (SWPBIS). The Findings suggest that middle schools utilizing this universal discipline approach had significantly fewer serious, or level three behavior problems than non-SWPBIS schools.
Book Synopsis Evaluation of the Positive Behavior Support Program on Fourth-Grade Student Discipline Infractions by : Dr. James A. Bracy
Download or read book Evaluation of the Positive Behavior Support Program on Fourth-Grade Student Discipline Infractions written by Dr. James A. Bracy and published by AuthorHouse. This book was released on 2018-02-17 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis 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 by : Debbie J. Taylor
Download or read book 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 written by Debbie J. Taylor and published by . This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Exploring high school teachers' perceptions of the implementation of the school-wide positive behavior interventions and its impact on students with disabilities by : Melody A. Arndts
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.
Book Synopsis A Qualitative Exploratory Case Study of Middle School Administrators’, Counselors’, and School-Wide Positive Behavior Interventions and Supports Team Leaders’ Perceptions of School-Wide Positive Behavior Interventions and Supports by : Ginette E. Bartlett
Download or read book A Qualitative Exploratory Case Study of Middle School Administrators’, Counselors’, and School-Wide Positive Behavior Interventions and Supports Team Leaders’ Perceptions of School-Wide Positive Behavior Interventions and Supports written by Ginette E. Bartlett and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students' disruptive behavior has become more customary over the last several years. Many school systems have implemented a Positive Behavior Interventions and Supports (SWPBIS) approach to deal with these behaviors proactively. This particular study is focused on behaviorism and operant conditioning. A qualitative exploratory case study design was chosen as the most effective method to understand perceptions of the implementation of the SWPBIS framework in a middle school setting. The three data sources include structured focus groups with school administration, counselors, and SWPBIS team members. Additionally, school climate surveys from 2016-2021 and school discipline referrals from 2016-2021 were evaluated. During the focus groups, it was established that the staff recognizes positive behaviors from students, it provided a support system for the staff, and the SWPBIS expectations are clearly defined. The shared themes for school safety are that the research site utilizes data, there are protocols and procedures to follow, and SWPBIS is a process that must be monitored for effectiveness. Additionally, the shared themes for school safety are that the research site utilizes data, there are protocols and procedures to follow, and SWPBIS is a process that must be monitored for effectiveness. The research school behavior data demonstrated a decline through the years in which the data were examined for the study. A sustained SWPBIS program is a combined effort of administrators and teacher leaders who encourage achievement (Scaletta & Tejero Hughes, 2021). However, the researcher has confidence that if implemented with fidelity, SWPBIS is a framework that is effective and demonstrates results.
Book Synopsis Students' Perception on Positive Behavioral Interventions and Supports by : Catarina Lara
Download or read book Students' Perception on Positive Behavioral Interventions and Supports written by Catarina Lara and published by . This book was released on 2018 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: Classroom management strategies vary from classroom to classroom. Teachers decide which classroom management strategies work best for their students. While it is up to the teacher, there is controversy on whether punitive measures are the most effective practices. With the different research that has been conducted on punitive measures, more schools are leaning towards positive intervention programs. This case study explores the perception of students who experienced a program known as Positive Behavioral Interventions and Supports (PBIS), in a middle school setting. A total of 16 students were interviewed in focus groups of four, in order to better improve the practices and strategies when implementing PBIS. The data demonstrated that behavioral choices made by their peers affect the way students feel in their environment in a negative way. Students also made it clear that they feel over looked by their teachers when their peers are making poor behavioral choices. Teachers need to listen to their students and make sure that they focus and recognize positive behavior, so students know which behavior is preferred.
Book Synopsis Implementation Fidelity of Positive Behavior Interventions and Supports and Teacher Perception of PBIS and Classroom Control by : Alicia Tuttle
Download or read book Implementation Fidelity of Positive Behavior Interventions and Supports and Teacher Perception of PBIS and Classroom Control written by Alicia Tuttle and published by . This book was released on 2021 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student behavior is an important topic that educators must contend with in the current educational climate. Due to changing laws and movement away from zero tolerance policies, schools have had to adapt to manage student misbehavior differently. Positive Behavior Interventions and Supports (PBIS) is a common framework that has been adopted to help create positive behavior change on school campuses when implemented with fidelity; however, teacher perception is important for implementation fidelity of PBIS. There were two purposes to this study. The first purpose of this quantitative, causal-comparative study was to examine the difference between teacher perception of PBIS and teacher perception of classroom control with implementation fidelity of PBIS at schools scoring low, moderate, and high for fidelity of implementation in order to better inform stakeholders about effective ways to ensure reduced discipline, thus increased school safety, and a positive school culture, on a middle school campus. The second purpose of the study was correlational and examined whether there was a relationship between teacher perception of PBIS and teacher perception of classroom control. The study used a causal-comparative research design as well as a correlational research design to address the two research questions. Middle school teachers at schools scored low, moderate, and high for implementation fidelity of PBIS were surveyed at the end of the 2021 school year. There were no significant differences in teacher perception of PBIS and teacher perception of classroom control at schools scoring low, moderate, and high for implementation fidelity, but there was a significant relationship between teacher perception of PBIS and teacher perception of classroom control.
Book Synopsis A Quantitative Study of the Effectiveness of Positive Behavior Support in Secondary Schools by : Rebecca Lynn Raftery
Download or read book A Quantitative Study of the Effectiveness of Positive Behavior Support in Secondary Schools written by Rebecca Lynn Raftery and published by . This book was released on 2008 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was conducted to evaluate the long-term effectiveness of a second tier intervention on at risk students2 behaviors and academic success. The study included 113 middle school and junior high students identified as being at risk for emotional and behavioral disorders using the Systematic Screening for Behavior Disorders (SSBD). The participants were assigned to a control group (no treatment), one, two, or three semesters of the intervention. The intervention integrated components of social skills instruction, self-management techniques, and social and emotional awareness. Students2 behaviors and academic success were measured using school data (i.e. GPA, Office Discipline Referrals, attendance, and tardies) and Achenbach Teacher Rating Forms (TRF), in pretest-posttest intervention designs over a five-year period. This research used archival data funded in part by an OSEP Federal Grant (H324c030124). Primary investigator was K. Richard Young and co-primary investigator was Ellie L. Young. Results indicated that students receiving the intervention did not differ significantly from the control group in all areas measured.
