School Wide Positive Behavior Support Implementation As It Relates To Referral Reduction Among Students Of Color In An In School Suspension Program

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School-wide Positive Behavior Support Implementation as it Relates to Referral Reduction Among Students of Color in an In-school Suspension Program

Author : Robert Long
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (811 download)

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Book Synopsis School-wide Positive Behavior Support Implementation as it Relates to Referral Reduction Among Students of Color in an In-school Suspension Program by : Robert Long

Download or read book School-wide Positive Behavior Support Implementation as it Relates to Referral Reduction Among Students of Color in an In-school Suspension Program written by Robert Long and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to examine a problem of practice present in an actual school district. The study examined School-Wide Positive Behavior Support Implementation as it relates to the recidivism rates of students of color in the in-school suspension setting. Over the course of one school year, the perceptions of seven middle school teachers, three parents, and two administrators were explored in a suburban middle school in Southeast Texas. Although In-school suspension programs exist in every American public school to some degree, little research has been done in regards to the academic outcomes associated with those who are frequently placed in this campus based disciplinary alternative educational placement. In many of these "placement" many of the students assigned are not afforded access to instructional materials, supplies, or a certified teacher. Since the enactment of the federal No Child Left Behind Act (2001), the achievement gap has been discussed and studied. However, few studies have been done to understand how the current practices in in-school suspension contribute to the achievement gap specifically among students of color. This study examined key stakeholder's perceptions of School-Wide Positive Behavior Supports, and In-school suspension as a vehicle for referral reduction and removal of middle school students from their academic setting. The participants were "key-stakeholder" parents, teachers, and administrators who educate students at Caden Middle School. Findings from this problem of practice indicated that not only was the campus not imploring consistent practices and interventions related to and promoted by the SWPBS system in the in-school suspension setting, many of the staff members teachers and administrators alike did not adhere to the philosophical tenants of the SWPBS within the general classroom setting. The research presented in the record of study, identified gaps in both perceptions and understanding among key stakeholders in regards both in-school suspension and the school-wide positive behavior support systems at Caden Middle School. Results of this from this problem of practice found a severe disconnect in understanding the purpose and rationale of SWPBS among the administrators, teachers, and parents that participated in this study. Furthermore, the variance in the "self-sense making" done by each of the stakeholder groups after campus leadership failed to communicate, support, and sustain district expectations for program implementation with fidelity. Initiatives implemented through the investigation of the questions related to this problem of practice assisted in providing relevant professional development to re-solicit teacher and staff buy-in, prioritization of organization goals, and engaging teacher leadership to re-implement SWPBS to countermand system practices that were contrary to the district's original expectations.

Exploration of the Relationship Between School-wide Positive Behavior Intervention and Supports (PBIS) and Suspensions Among Middle School Students

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Author : Timothy A. Martin
Publisher :
ISBN 13 :
Total Pages : 282 pages
Book Rating : 4.:/5 (112 download)

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Book Synopsis Exploration of the Relationship Between School-wide Positive Behavior Intervention and Supports (PBIS) and Suspensions Among Middle School Students by : Timothy A. Martin

Download or read book Exploration of the Relationship Between School-wide Positive Behavior Intervention and Supports (PBIS) and Suspensions Among Middle School Students written by Timothy A. Martin and published by . This book was released on 2019 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationship between school-wide PBIS and suspensions among middle school students using a quasi-experimental, ex post facto, longitudinal case study of in-school suspension (ISS) and out-of-school suspension (OSS) for school years 2010-2011 through 2014-2105 at an urban middle school in Southern New England. The data collected in this study showed a significant reduction in the number of office referrals, ISS, and OSS occurred during the five school years when PBIS was implemented when compared to the five years prior to the implementation of PBIS at the school. The data also showed that the degree to which gender played a role in suspension did not differ in the five years prior to PBIS implementation when compared to the five years during which PBIS was implemented at the school. Additionally, the data revealed a statistically significant difference in the number of students in grade 7 who were being suspended during the five years in which PBIS was implemented when compared to students in grade 5. The grade 7 suspension rate is also notably higher than that of grade 8, but this difference failed to reach the level of statistical significance by a small margin.

Closing the School Discipline Gap

Author : Daniel J. Losen
Publisher : Teachers College Press
ISBN 13 : 0807773492
Total Pages : 286 pages
Book Rating : 4.8/5 (77 download)

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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

Handbook of Positive Behavior Support

Author : Wayne Sailor
Publisher : Springer Science & Business Media
ISBN 13 : 0387096329
Total Pages : 778 pages
Book Rating : 4.3/5 (87 download)

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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.

Positive Behavior Supports

Author : Robert C. Hasson (Jr.)
Publisher :
ISBN 13 :
Total Pages : 274 pages
Book Rating : 4.:/5 (715 download)

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Book Synopsis Positive Behavior Supports by : Robert C. Hasson (Jr.)

Download or read book Positive Behavior Supports written by Robert C. Hasson (Jr.) and published by . This book was released on 2011 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: Public schools are faced with the ever-increasing pressure of maintaining a safe learning environment while continuously improving student performance. Also, there has been a growing concern among administrators and teachers for implementing an effective discipline plan that will keep students in class and engaged in learning as much as possible. In response, school-wide Positive Behavior Support (PBS) models are growing in popularity to address both of these issues. An effective school-wide Positive Behavior Support model, if implemented correctly, involves an entire school population (students, faculty and school administration). This study focused on the effects of PBS implementation on office discipline referrals and TAKS mathematics and Reading scores comparing two similar suburban intermediate schools; one that implemented a school-wide PBS program and a non-PBS school during a three year period. The quantitative results of this study revealed significant differences were found during specific years of the study for in-school suspensions, out-of-school suspensions, and student TAKS mathematics scores; however, no significant differences were found for DAEP placements and student TAKS Reading scores for all three years of the study respectively. Results from the qualitative inquiry revealed that the experimental school improved TAKS performance each year, experienced a decline in office discipline referrals, developed a strong sense of staff and student loyalty about their school, had minimal teacher turnover, conducted staff trainings with fidelity, and established very clear school-wide expectations among students and staff. Results from the control school revealed no difference in the number of office discipline referrals, an increase in serious student disruptive behaviors, a decline on TAKS performance, inconsistencies in staff trainings, and an increase in teacher turnover. Therefore, it is hard to be certain if PBS implementation made a distinct impact on student achievement during the years of this study. It is recommended that future studies are conducted over longer periods of time to assess the effects of PBS implementation versus the absence of PBS implementation at various school levels and settings.

Everyday Antiracism

Author : Mica Pollock
Publisher : ReadHowYouWant.com
ISBN 13 : 1458784371
Total Pages : 762 pages
Book Rating : 4.4/5 (587 download)

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Book Synopsis Everyday Antiracism by : Mica Pollock

Download or read book Everyday Antiracism written by Mica Pollock and published by ReadHowYouWant.com. This book was released on 2010-07-19 with total page 762 pages. Available in PDF, EPUB and Kindle. Book excerpt: Which acts by educators are ''racist'' and which are ''antiracist''? How can an educator constructively discuss complex issues of race with students and colleagues? In Everyday Antiracism leading educators deal with the most challenging questions about race in school, offering invaluable and effective advice. Contributors including Beverly Daniel Tatum, Sonia Nieto, and Pedro Noguera describe concrete ways to analyze classroom interactions that may or may not be ''racial,'' deal with racial inequality and ''diversity,'' and teach to high standards across racial lines. Topics range from using racial incidents as teachable moments and responding to the ''n-word'' to valuing students' home worlds, dealing daily with achievement gaps, and helping parents fight ethnic and racial misconceptions about their children. Questions following each essay prompt readers to examine and discuss everyday issues of race and opportunity in their own classrooms and schools. For educators and parents determined to move beyond frustrations about race, Everyday Antiracism is an essential tool.

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

Author : Sandy Dawes
Publisher :
ISBN 13 :
Total Pages : 260 pages
Book Rating : 4.:/5 (787 download)

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Book Synopsis The Effects of School-wide Behavior Support on Special Education Students' Achievement and Office Discipline Referrals by : Sandy Dawes

Download or read book The Effects of School-wide Behavior Support on Special Education Students' Achievement and Office Discipline Referrals written by Sandy Dawes and published by . This book was released on 2011 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

The Use of School-Wide Positive Behavior Support at a Rural High School to Decrease Disruptive Behavior for Both Typical Students and Students Identified With Special Needs

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Author :
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (61 download)

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Book Synopsis The Use of School-Wide Positive Behavior Support at a Rural High School to Decrease Disruptive Behavior for Both Typical Students and Students Identified With Special Needs by :

Download or read book The Use of School-Wide Positive Behavior Support at a Rural High School to Decrease Disruptive Behavior for Both Typical Students and Students Identified With Special Needs written by and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: There is ever-increasing pressure on school officials to provide a safe school environment that is conducive to learning. There is also a growing concern from teachers and administrators that many students are unrecognized for their continual appropriate behavior(s), in part, because of the attention consumed by both challenging students and students with exceptional talents and abilities. In response, a School-Wide Positive Behavior Support (SWPBS) approach is growing in popularity to address both of these issues. SWPBS is implemented across an entire school population and involves all individuals whether they are challenging, exceptional, or typical. The initial research shows encouraging results and supports the effectiveness of a School-Wide Positive Behavior Support program. This study focused on the development, implementation, and results of a SWPBS program at a rural high school. Data collected included office daily referrals, suspensions, expulsions, attendance, and the number of reinforcers (Mo-Bucks) distributed by staff. Outcome data indicated that compared to the year prior to the SWPBS programâs implementation, there was a reduction in office daily referrals, a reduction in expulsions, and an increase in attendance. The results of this longitudinal study supported the effectiveness of SWPBS as an intervention for reducing disruptive behaviors at the high school level for typical students as well as for students with special needs.

The Effects of the First Year of Implementation of Positive Behavioral Intervention Supports

Author : Rosalind Flanigan Operton
Publisher :
ISBN 13 :
Total Pages : 55 pages
Book Rating : 4.:/5 (13 download)

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Book Synopsis The Effects of the First Year of Implementation of Positive Behavioral Intervention Supports by : Rosalind Flanigan Operton

Download or read book The Effects of the First Year of Implementation of Positive Behavioral Intervention Supports written by Rosalind Flanigan Operton and published by . This book was released on 2017 with total page 55 pages. Available in PDF, EPUB and Kindle. Book excerpt: Disciplinary practices and protocols in schools have been a notable concern over the past 30 years. The traditional punitive punishment-based tactics have not proven to be effective in changing student behavior. Positive Behavior Intervention Supports (PBIS) is a proactive alternative that puts whole school systems in a place wherein students and teachers share in the responsibility of building a culture and climate of behaviors that produce positive outcomes. Research based on the implementation of PBIS in schools has concluded that problem behaviors decrease, students and staff feel safe, and attendance improves. There is a body of research that concludes that implementing such changes is effective in reducing office discipline referrals in major disciplinary actions and in creating a positive school climate. The current study examined the effectiveness of changing from reactive, punitive, zero-tolerance practices to proactive positive behavioral interventions. The research focused on the effects of PBIS on the percentage and number of office discipline referrals (ODRs) for African-American and special education students after the first year’s implementation of PBIS in a school district of approximately 6,000 students. The results indicate that ODRs decreased during the implementation of PBIS.

Evaluating the Relationship Between Treatment Integrity, Social Acceptability, and Behavior Outcomes Within a School-wide Positive Behavior Support System

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Author : Natasha Shantel Ferrell
Publisher :
ISBN 13 :
Total Pages : 202 pages
Book Rating : 4.3/5 (121 download)

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Book Synopsis Evaluating the Relationship Between Treatment Integrity, Social Acceptability, and Behavior Outcomes Within a School-wide Positive Behavior Support System by : Natasha Shantel Ferrell

Download or read book Evaluating the Relationship Between Treatment Integrity, Social Acceptability, and Behavior Outcomes Within a School-wide Positive Behavior Support System written by Natasha Shantel Ferrell and published by . This book was released on 2009 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Culturally Responsive Positive Behavior Intervention and Supports

Author : Diana Case Brown
Publisher :
ISBN 13 :
Total Pages : 76 pages
Book Rating : 4.:/5 (957 download)

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Book Synopsis Culturally Responsive Positive Behavior Intervention and Supports by : Diana Case Brown

Download or read book Culturally Responsive Positive Behavior Intervention and Supports written by Diana Case Brown and published by . This book was released on 2016 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare the frequency of office behavioral referrals for discipline before and after the implementation of Positive Behavior Intervention and Supports (PBIS). The study measured proportionality of referrals based on student ethnicity as one assessment of staff cultural competence. Survey data was collected on teachers’ perceptions of the PBIS program implementation. The study took place at a Title 1 elementary school in a San Diego suburb with a student population of approximately 800 students and 42 full and part-time teachers. The researcher used a convergent parallel design method. Student behavior referral data for the 2014-15 and 2015-15 school year was combined with student demographic data and compared. Based on the result of a t-test and with 99% confidence, the researcher concluded there was a statistically significant difference in the number of office behavior referrals issued after the implementation of PBIS. Risk ratio calculations found some evidence of disproportionality for behavior referrals among African-American, Filipino, and students who identified as Two or More Races. Survey results revealed a majority of teachers participated in creating the behavior expectations matrix, taught the expectations with fidelity, and held collaborative conversations about student behavior and possible interventions during their weekly Professional Learning Community (PLC) meetings. Additionally, 50% of teacher respondents were unclear about when to issue behavior referrals and want clarification on PBIS corrective consequences for misbehavior. Recommendations include maintaining school-wide, selected, and targeted interventions, creating a predictable, coherent discipline referral process, and monitoring discipline data for inequities to guide the school’s cultural competence. Keywords: Culturally Responsive, Office Discipline Referrals, Positive Behavior Intervention and Supports, Professional Learning Communities

School-wide Positive Behavior Support Within a Tier I Response to Intervention Framework

Author : Vince Scarpetti
Publisher :
ISBN 13 :
Total Pages : 128 pages
Book Rating : 4.:/5 (898 download)

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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.

The Effectiveness of Implementing a Positive Behavior Intervention and Supports Framework on the Number of Discipline Referrals Related to Bus Behavior

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Author : Yvette Mercado-Tilley
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.8/5 (193 download)

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Book Synopsis The Effectiveness of Implementing a Positive Behavior Intervention and Supports Framework on the Number of Discipline Referrals Related to Bus Behavior by : Yvette Mercado-Tilley

Download or read book The Effectiveness of Implementing a Positive Behavior Intervention and Supports Framework on the Number of Discipline Referrals Related to Bus Behavior written by Yvette Mercado-Tilley and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study investigated the impact of implementing a Positive Behavior Interventions and Supports (PBIS) bus framework on student behavior. Pre and post-implementation data were collected from an elementary school (K-4) in a large suburban school district on Long Island. The school has been implementing PBIS school-wide but not a bus-specific framework. Office Discipline Referral data was collected and analyzed for All Students and Race and Gender. Data was further disaggregated by Race & Gender. School bus drivers were provided with training on PBIS and the use of the framework on the bus. This research serves to report the efficacy of a PBIS framework through a reduction of bus Office Discipline Referrals (ODRs). The study findings have implications for the implementation of PBIS-bus strategies and research concerning new ways to approach behavior management aboard school buses.

School-wide Positive Behavior Intervention Support Implementation and Organizational Change

Author : Melissa A. Brown
Publisher :
ISBN 13 :
Total Pages : 171 pages
Book Rating : 4.:/5 (957 download)

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Book Synopsis School-wide Positive Behavior Intervention Support Implementation and Organizational Change by : Melissa A. Brown

Download or read book School-wide Positive Behavior Intervention Support Implementation and Organizational Change written by Melissa A. Brown and published by . This book was released on 2015 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study focused on the three-year implementation period of School-Wide Positive Behavior Intervention Support (SWPBIS), a positive approach to discipline following the Response to Intervention (RTI) model, in a rural K-8 elementary school. The purpose of the study was to explore the perceptions of teachers and support staff's perceptions on the implementation of SWPBIS and organizational change. The Burke-Litwin Causal Model of Change (1992) was the theory used for the analysis to explore how the SWPBIS implementation mediated with the transformative and transactional factors within a school organization. The focus of the literature review was to review the program effects of the systematic implementation of SWPBIS and how it related to teacher efficacy, school climate, student-teacher relationship, school leadership and student achievement. The research question of the study was: How did the implementation of the SWPBIS system at a small, rural K-8 school impact teacher efficacy, student-teacher relations, school climate, and student achievement as perceived by teachers and support staff? This descriptive case study attempted to explain the SWPBIS implementation through the eyes of school personnel during the implementation period. The research findings suggested that the SWPBIS implementation did influence the transformative and transactional factors of the school, as evidenced by improvement in student behavior, student referrals, teacher efficacy, and student achievement data.

A Study of the Newly Implementation of a School Wide Positive Behavior Support System

Author : Jessica Freund
Publisher :
ISBN 13 :
Total Pages : 24 pages
Book Rating : 4.:/5 (81 download)

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Book Synopsis A Study of the Newly Implementation of a School Wide Positive Behavior Support System by : Jessica Freund

Download or read book A Study of the Newly Implementation of a School Wide Positive Behavior Support System written by Jessica Freund and published by . This book was released on 2012 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to determine if using the newly implemented Positive Behavior Support system, PBS, decreased the number of office referrals. The research includes finding the answer to the question' "Is there a difference between the pre-behavior system and the new implementation of the PBS system?" The research was conducted using the fall, 2010 semesters number of office referrals not using PBS and comparing that data with the fall, 2011 semesters number of office referrals that used PBS. The findings were analyzed through Microsoft Excel and A Statistical Program (ASP) software." ... [taken from abstract].

Implementing School-wide Positive Behavior Support

Author : Rachel Mara Cohen
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (156 download)

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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.

The Impact of Behavior Intervention Programs on Student Suspensions

Author : Felicia Artina Whitaker
Publisher :
ISBN 13 :
Total Pages : 208 pages
Book Rating : 4.:/5 (919 download)

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Book Synopsis The Impact of Behavior Intervention Programs on Student Suspensions by : Felicia Artina Whitaker

Download or read book The Impact of Behavior Intervention Programs on Student Suspensions written by Felicia Artina Whitaker and published by . This book was released on 2015 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to determine if the use of the behavior intervention programs, Positive Behavior Intervention Support and Character Academy impact suspensions of African American students in a local education agency (LEA) in northeastern North Carolina. Based on the literature review, suspension has been an issue for school officials for the past three decades (Unidos & Unidos, 2005). Students have been and continue to be derailed into the juvenile justice system as a result of suspensions. Students who are forced onto what is known as the school house to jailhouse track suffer dire consequences (Unidos & Unidos, 2005). A school-wide discipline plan is a first and necessary step in a continuum for providing behavior support to all students (Colvin, 2007). An alternative is a comprehensive, proactive approach to discipline known as School-Wide Behavior Support (Skiba & Sprauge, 2008). Character Academy is a program that is used in place of suspensions (Smith, 2013). The data used for this research study were collected from an LEA in northeastern North Carolina. To answer the study questions, participant interview and school district suspension data reports were collected and triangulated. Data were collected through interviews with students, teachers, parents, and school administrators at the elementary, middle, and high school levels as well as school district leadership. School district suspension data were collected from the North Carolina Annual Report of Suspensions and Expulsions for the school years: 2011-12; 2012-13; and 2013-14 from Northampton County Schools. Based on the findings, the district should continue use of the PBIS program but train a district team of veteran teachers, administrators, and central office support personnel on all modules of the PBIS program to help implement and support the use of the program throughout the district. The district should discontinue the use of the Character Academy Program.