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Enablers To The Implementation Of Positive Behavior Intervention And Supports
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Book Synopsis Enablers to the Implementation of Positive Behavior Intervention and Supports by : Christina Gallardo-Barrett
Download or read book Enablers to the Implementation of Positive Behavior Intervention and Supports written by Christina Gallardo-Barrett and published by . This book was released on 2017 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt: Within today's classroom, teachers not only teach academics but also social and behavioral skills. Positive Behavior Interventions and Supports (PBIS) has been used as a school-wide intervention in order to provide students a framework for behavioral expectations (Baker & Ryan, 2014). Certain factors within the school site can enable the implementation of PBIS. This research study investigates the elements that enable the implementation of PBIS and the role of the education leader in its implementation and sustainability. The focus of research is at the high school level and involves the administrators, PBIS team, and students' behavioral data. The research uses the mixed methods approach in order to gather and analyze interviews, behavioral data, and inventories. From the research, it can be concluded that staff buy-in, administrative support, and training are primary enablers for the implementation of PBIS.
Book Synopsis The Key Ingredients that Support the Implementation of Positive Behavior Interventions and Supports (PBIS) in Schools by : Vanessa George (Graduate student)
Download or read book The Key Ingredients that Support the Implementation of Positive Behavior Interventions and Supports (PBIS) in Schools written by Vanessa George (Graduate student) and published by . This book was released on 2021 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: Positive program interventions are an essential need for students who display problem behaviors in school and in efforts to support student success, Positive Behavior Intervention Supports ("PBIS") have been used to support students who display these types of behaviors since its introduction in 1997 (Sugai & Simonsen, 2012). Creating effective classroom environments is an example of a PBIS strategy while benefits associated with PBIS include improved school climate, improved academic achievement and reductions in referrals to the office for discipline (ODR's) (Flannery et al., 2014). While numerous studies have been conducted since 1997 to describe, inform and assess outcomes associated with PBIS, the research to date has not adequately identified the specific ingredients needed to support the implementation of PBIS in schools; as such, there is an urgent need to identify these key components (Sugai & Simonsen, 2012). This graduate project conducted a systematic literature review of fifteen journal articles that met the inclusion criteria to explore what barriers are keeping schools from accessing and activate the key environmental, organizational and/or program ingredients that contribute to the success of PBIS in schools. The findings from this review indicate that the key ingredients for success are professional development, staff buy in and leadership support whereas time and money are the key barriers that get in the way of schools accomplishing their goals (or implementing PBIS to the fullest? The implications for stakeholders include ensuring time and money is available when implementing PBIS.
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 Perceived Enablers and Barriers Related to Sustainability of School-Wide Positive Behavioral Interventions and Supports by : Sarah Pinkelman
Download or read book Perceived Enablers and Barriers Related to Sustainability of School-Wide Positive Behavioral Interventions and Supports written by Sarah Pinkelman and published by . This book was released on 2015 with total page 31 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to identify the most important perceived enablers and barriers regarding sustainability of School-wide Positive Behavioral Interventions and Supports (SWPBIS). School personnel representing 860 schools implementing or preparing to implement SWPBIS completed an open-ended survey of factors regarding its sustainability. Qualitative analyses were used to assess perceptions of the most important factors related to sustainability. Thematic analysis produced 13 themes regarding enablers and/or barriers. The most commonly cited enablers were Staff Buy-in, School Administrator Support, and Consistency. The most commonly cited barriers were Staff Buy-in, Resources: Time, and Resources: Money. Results are discussed in terms of enhancing durability of evidence-based practices in schools. [This article was published in "Behavioral Disorders," v40 n3 p171-183 May 2015 (EJ1072245).].
Book Synopsis The Principal as Curriculum Leader by : Allan A. Glatthorn
Download or read book The Principal as Curriculum Leader written by Allan A. Glatthorn and published by Corwin Press. This book was released on 2016-08-17 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Your best resource for curriculum leadership post-NCLB and beyond! Put quality curriculum front and center with this classic toolkit to savvy curriculum leadership for the 21st Century. Newly revised and updated case studies, research, and state and national curriculum and leadership standards complement a completely new section focused on emerging technologies. New features include up-to-date information on: Professional Standards for Educational Leaders, ESSA, CCSS and more District-level curriculum mapping, planning, and integration Facilitating professional growth, learning-centered scheduling, and leadership time management State curriculum frameworks, online assessments, SBAC, PARCC, and adaptive testing Learn what it really takes to structure, align, integrate and evaluate quality curriculum in the post-NCLB, ESSA and Common Core era. This nuts and bolts guide will help you navigate the new curriculum landscape with ease! "As principals, we so often get caught up in the day-to-day management of our schools. We must quit putting out fires and instead focus our attention on leading, specifically as curriculum leaders. The Principal as Curriculum Leader provides a clear framework with a plan of action to put you and your school on a path to student success." —Stephen Baker, Principal Smithfield-Selma High School, NC "The Principal as Curriculum Leader is a blueprint for principals to use when implementing curriculum reform. It brings clarity to the many trends, mandates, and guidelines that masquerade as simple solutions to complex issues. This book should be read and owned by every principal and curriculum leader." —Dr. Jerry V. Congleton, Former Superintendent Weldon City Schools
Book Synopsis Data Wise, Revised and Expanded Edition by : Kathryn Parker Boudett
Download or read book Data Wise, Revised and Expanded Edition written by Kathryn Parker Boudett and published by Harvard Education Press. This book was released on 2020-08-26 with total page 437 pages. Available in PDF, EPUB and Kindle. Book excerpt: Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning presents a clear and carefully tested blueprint for school leaders. It shows how examining test scores and other classroom data can become a catalyst for important schoolwide conversations that will enhance schools’ abilities to capture teachers’ knowledge, foster collaboration, identify obstacles to change, and enhance school culture and climate. This revised and expanded edition captures the learning that has emerged in integrating the Data Wise process into school practice and brings the book up-to-date with recent developments in education and technology including: The shift to the Common Core State Standards. New material on the “ACE Habits of Mind”: practices that prioritize Action, Collaboration, and Evidence as part of transforming school culture. A new chapter on “How We Improve,” based on experiences implementing Data Wise and to address two common questions: “Where do I start?” and “How long will it take?” Other revisions take into account changes in the roles of school data teams and instructional leadership teams in guiding the inquiry process. The authors have also updated exhibits, examples, and terminology throughout and have added new protocols and resources.
Book Synopsis Positive Behavior Support for People with Developmental Disabilities by : Edward G. Carr
Download or read book Positive Behavior Support for People with Developmental Disabilities written by Edward G. Carr and published by AAMR. This book was released on 1999 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book, prepared in response to a request from the United States Department of Education, Office of Special Education Programs, reviews the published literature on positive behavior interventions and uses this database to provide four main content areas for research. Positive behavior support (PBS) is defined as an approach for dealing with problem behavior that focuses on the remediation of deficient contexts (such as environmental conditions and/or behavioral repertoires) that by functional assessment are documented to be the source of the problem. The research published on PBS between 1985 and 1996 (n=107 articles) was reviewed with respect to four categories of variables: demographics, assessment practices, intervention strategies, and outcomes. Results indicated that: (1) PBS is widely applicable to people with serious problem behavior; (2) the field is growing rapidly overall, but especially in the use of assessment and in interventions that focus on correcting environmental deficiencies; (3) using stringent criteria of success, PBS is effective in reducing problem behavior in one-half to two-thirds of cases; (4) success rates nearly double when intervention is based on a prior functional assessment; and (5) consumer needs that emphasize comprehensive lifestyle support, long-term change, practicality and relevance, and direct support for consumers themselves are inadequately addressed by the research base. Recommendations are made for bridging the research-to-practice gap. (Contains more than 300 references.) (Author/CR)
Book Synopsis Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings by : Melissa Stormont
Download or read book Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings written by Melissa Stormont and published by Corwin Press. This book was released on 2008 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presents the Programwide/Schoolwide Positive Behavioral Support system, a preventive approach that helps educators teach classroom behavior skills.
Book Synopsis Behavioral Interventions in Schools by : Steven G. Little
Download or read book Behavioral Interventions in Schools written by Steven G. Little and published by Division 16: Applying Psycholo. This book was released on 2019 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book shows psychologists and other mental health providers how to assess and treat emotional and behavioral problems in classrooms, including those arising from autism diagnoses.
Book Synopsis Behavior Support by : Linda M. Bambara
Download or read book Behavior Support written by Linda M. Bambara and published by Teachers' Guides. This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: A concise guide for educators to implement positive behavior support in the classroom and across an entire school.
Book Synopsis Barriers to Implementation of Comprehensive Behavior Support Planning in Schools by : Bailey E. Wilcox
Download or read book Barriers to Implementation of Comprehensive Behavior Support Planning in Schools written by Bailey E. Wilcox and published by . This book was released on 2013 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student problem behavior continues to be a primary concern in schools and, as resources decrease and greater burden is placed upon teachers, schools are pursuing better ways to mange student behavior. Researchers have continually found that when correctly implemented, Positive Behavior Supports (PBS) is an effective system for mitigating problem behavior. However, individualized student supports within PBS are often poorly designed and implemented, and practitioners lack tools to assess the efficacy of these particular interventions. The present research evaluates the usefulness of an interview process for evaluating barriers to correctly implementing individualized supports. Researchers have coded previously conducted semi-structured interviews with school administrators, behavior specialists, and teachers about barriers they have experienced when implementing individualized supports. Researchers have analyzed the data through a theme analysis and through Gilbert's (1978) Performance Engineering framework to elucidate systems-wide challenges and areas for improvement. The present research provides evidence of specific barriers, such as lack of resources and knowledge, which impede the development, implementation, and maintenance of individualized supports within PBS, and offer insight into the type of interview protocol needed to effectively evaluate the efficacy of such supports. Further research that incorporates aspects of Gilbert's (1978) framework into the interview process may more effectively identify barriers to behavior support planning and may be beneficial for schools.
Book Synopsis Implementing School-wide Positive Behavior Support by : Rachel Mara Cohen
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.
Book Synopsis School-Wide Positive Behaviour Support by : Katrina Barker
Download or read book School-Wide Positive Behaviour Support written by Katrina Barker and published by Taylor & Francis. This book was released on 2022-09-07 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing upon twenty years of experience putting the Positive Behaviour Support (PBS) framework into practice, this is the first definitive handbook to document the ways in which Australian schools have embraced and applied school-wide PBS, and to provide guidance on implementation. Written by key Australian researchers and implementers with extensive expertise, School-Wide Positive Behaviour Support: The Australian Handbook is an important contribution to the work of school leaders and teachers. This book illustrates the significant contribution of PBS to improving schools and the potential for its systems approach to be expanded across education systems. The book’s structure corresponds to the theme of a continuum of supports, addressing the key conceptual foundations of PBS and its representation within school-wide implementation. Each chapter comprises a mix of research, practical case studies and examples, and features learning intentions, keywords, further reading, advice on applying your ideas, and links to the Australian Professional Standards for Teachers. PBS has gained significant attention in Australia over the past two decades and its principles now underpin many successful systems and practices in schools and community and disability services. This book will be a foundational resource for implementers and coaches of PBS, educational leaders and policy advisors, pre- and in-service teachers, as well as researchers.
Book Synopsis Implementing the Universal Tier of Schoolwide Positive Behavior Interventions and Supports by : Katie Bubak
Download or read book Implementing the Universal Tier of Schoolwide Positive Behavior Interventions and Supports written by Katie Bubak and published by . This book was released on 2013 with total page 237 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Public schools are confronted with establishing productive teaching and learning environments. Not only can students' challenging behavior soak up educators' time and resources, but these behaviors may also rob the pupils of critical academic instructional time. Schools need the tools and skills to identify and implement effective solutions to problem behavior. Schoolwide Positive Interventions and Supports (SWPBIS) has been shown to optimize the capacity of schools to address schoolwide, classroom, and individual student problem behavior through research-validated practices. This multiple-case study investigated the practices that have led one school to execute the SWPBIS's critical features as they were intended to be employed. This school was measured against a comparable school, which received similar treatment and achieved a low level of implementation fidelity. Four fundamental questions framed this research: (1) Why was one Idaho school able to implement the Universal Tier of SWPBIS with a high degree of fidelity, while a comparable school achieved only a low level of implementation fidelity?; (2) How do practices compare at a school implementing with high fidelity to a school implementing with a low level of fidelity of SWPBIS?; (3) What are the barriers the schools faced in implementing SWPBIS?; and (4) What are the facilitators for the schools in implementing SWPBIS? For this study, barriers are defined as the components of the implementation process that inhibited the successful application of the Universal Tier of SWPBIS. Implementation facilitators are the elements that worked as catalysts to positively affect the successful implementation of the SWPBIS framework. This study has resulted in two major conclusions. First, there are six primary elements of practice needed to implement the Universal Tier of Schoolwide Positive Behavior Interventions and Supports. These elements of practice include: (a) strong leadership, (b) regular SWPBIS Meetings, (c) use of data, (d) continuously revisiting the system, (e) focus on the Universal Tier, and (f) working proactively as a team. Second, SWPBIS implementation requires strong leadership from the building principal. This leadership represents the most critical SWPBIS implementation component. Efficient, effective leadership provides the foundation in which all other elements of implementation are cultivated."--Boise State University ScholarWorks.
Book Synopsis Prevent-teach-reinforce by : Glen Dunlap
Download or read book Prevent-teach-reinforce written by Glen Dunlap and published by Brookes Publishing Company. This book was released on 2018-09 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prevent-Teach-Reinforce: The School-Based Model of Individualized Positive Behavior Support, Second Edition is an easy-to-use practical guide to the research-proven Prevent-Teach-Reinforce (PTR) model. This book helps K-8 educators solve serious behavior challenges by guiding school-based teams through the five-step PTR process: 1) teaming and goal-setting, 2) data collection, 3) functional behavioral assessment, 4) creation of a behavior intervention plan, and 5) progress-monitoring and data-based decision making. This edition has been updated to include the latest research supporting PTR; increased emphasis on the PTR facilitator's role, collaboration, and the teacher's observations; new information on multi-tiered systems of support (MTSS) and evidence-based classroom strategies; and more detailed guidance on every PTR step. Useful forms are provided as chapter appendices and downloadable materials. Book appendices describe specific Prevent, Teach, and Reinforce strategies in depth and present rich case studies illustrating PTR in action. ;
Book Synopsis Exploring Barriers to Implementing a School-Wide Positive Behavioral Intervention and Support Program by : Ronald Lynn Gay
Download or read book Exploring Barriers to Implementing a School-Wide Positive Behavioral Intervention and Support Program written by Ronald Lynn Gay and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Designing Positive Behavior Support Plans by : Linda M. Bambara
Download or read book Designing Positive Behavior Support Plans written by Linda M. Bambara and published by Amer Assn on Intellectual & Devel. This book was released on 2009 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: This AAIDD bestseller is a step-by-step, concise, and easy-to-read reference for school teams, providers, students, and parents to understand, design, and evaluate positive behavior support (PBS) plans for students with developmental disabilities.
