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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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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.
Book Synopsis Effects of Positive Behavior Intervention and Support Levels on Office Discipline Referrals by : Lori Jones Franks
Download or read book Effects of Positive Behavior Intervention and Support Levels on Office Discipline Referrals written by Lori Jones Franks and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative ex post facto study investigated the relationship between the number of Office Discipline Referrals (ODRs) that result in out-of-school suspensions and levels of positive behavior intervention and support (PBIS) in elementary, middle, and high schools in three school districts in the Southeastern United States. Many public schools decrease disruptive classroom behaviors that negatively affect the learning environment by implementing evidence-based practices like the PBIS framework that uses six attributes--a multi-tiered approach, reinforcement, data, systems, outcomes, and environment--that addresses the daily systems, data, and practices that affect student outcomes. Also, schools are utilizing internal PBIS coaches to assist in building and sustaining the PBIS framework. The PBIS framework served as a conceptual lens for this study. The U.S. Department of Education Civil Rights Data Collection website served as a data source on office referrals that resulted in an out-of-school suspension. From the website, the researcher collected archival data recorded on a convenience sample (N=285) from elementary, middle, and high schools during the summer 2019 semester. The researcher used Kruskal-Wallis H testing to compare mean differences between the three groups. The results did not find that levels of PBIS support affect ODRs. The conclusions drawn from this study infer that the outcome value of the PBIS framework--a reduction in office referrals--needs to be revisited. Furthermore, the study showed a need to examine PBIS implementation science and close the research-to-practice gap. The study has implications for researchers, educators, and educational policymakers.
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.
Book Synopsis The Effect of School-Wide Positive Behavior Interventions and Supports on the Rate of Office Discipline Referrals for Subgroup Populations by : Eileen Frances O'Neil
Download or read book The Effect of School-Wide Positive Behavior Interventions and Supports on the Rate of Office Discipline Referrals for Subgroup Populations written by Eileen Frances O'Neil and published by . This book was released on 2017 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the ongoing debate and attention given to the achievement gap between racial groups there has been little progress in closing it. A factor that may be contributing to the achievement gap is a racial discipline gap in schools. Exclusionary discipline practices are used at a higher rate with students from underrepresented populations such as Black and Hispanic students (McIntosh, Chard, Boland, & Horner, 2006; Vincent, Sprague, & Tobin, 2012). Exclusionary discipline equates with a reduction in instructional time, therefore, students who are excluded from school at a higher rate than their peers have reduced opportunities for learning. Positive Behavioral Interventions and Supports (PBIS), when implemented with fidelity, serves to support a positive school environment that teaches expected behaviors in the setting and reduces office discipline referrals (ODRs) in schools (Solomon, Klein, Hintze, Cressey, & Peller, 2012). This study examined the impact of PBIS implementation on ODR rates. Two hypotheses guided the study. Hypothesis 1: When PBIS is implemented with fidelity there is a main effect for years of implementation, with fewer ODRs in the fourth year of implementation than in the first year. Hypothesis 2: When PBIS is implemented with fidelity there is a greater reduction in the number of ODRs for Black students and for Hispanic students than for White students. The data used for this study was from the database of the Office of Special Education Programs (OSEP) National PBIS Technical Assistance Center, housed by the University of Oregon's Educational and Community Supports research unit (University of Oregon, 2016). The main hypothesis was tested with two two-way within schools ANOVAs. The first factor was the year of implementation with two levels (Year 1 vs. Year 4) and the second factor was ethnic subgroup with two levels (Black vs. White, or Hispanic vs. White). A significant interaction effect between year of implementation and subgroup would indicate a change in the size of the discipline gap from Year 1 to Year 4 for either or both comparisons. The findings for this study demonstrated no support for either hypothesis.
Book Synopsis The Effects of Positive Behavior Interventions and Supports on the Number of Discipline Referrals and Academic Achievement of Fourth and Fifth Grade Students by : John A. Daves
Download or read book The Effects of Positive Behavior Interventions and Supports on the Number of Discipline Referrals and Academic Achievement of Fourth and Fifth Grade Students written by John A. Daves and published by . This book was released on 2020 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student achievement is one of the most important aspects of school life. With the rise in current standards and the pace to which teachers and students are expected to conduct their lessons, teachers must find ways to improve student behaviors by nonpunitive discipline techniques. Positive Behavior Interventions and Supports (PBIS) is a form of classroom management that focuses on the good behavior rather than the bad behavior. A rural school in Mississippi took on such an initiative by implementing PBIS as a schoolwide discipline management plan after the 2011-2012 school year. The purpose of the study was to determine the effect of the implementation of PBIS on the number of discipline referrals and conduct trend analysis of the number of discipline referrals after the schoolwide implementation of PBIS. Further, the study sought to determine if there were statistically significant relationships between the number of discipline referrals and English language arts score and the number of discipline referrals and mathematics scores. An existing database from a rural school in Mississippi was compiled and analyzed for the purpose of the study. Data were analyzed for a year before PBIS implementation and seven years following PBIS implementation. The findings of the study indicated there was a statistically significant difference in the number of discipline referrals before PBIS implementation when compared to the first year following full implementation. The trend data indicated that Black males consistently had the highest number of discipline referrals and had the lowest test scores in ELA and mathematics. Further, the findings showed there were consistently negative relationships among the number of discipline referrals and ELA scores and the number of discipline referrals and mathematics scores.
Book Synopsis The Effects of Implementing a Positive Behavior Intervention Support Program on Office Discipline Referrals by : Cheryl Denise Thomas
Download or read book The Effects of Implementing a Positive Behavior Intervention Support Program on Office Discipline Referrals written by Cheryl Denise Thomas and published by . This book was released on 2016 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if the implementation of PBIS (Positive Behavioral Intervention Support) program had a positive significant effect in decreasing office discipline referrals in a local elementary school. A sample independent t-Test was used to examine data on the school’s average office discipline referrals for two years prior to implementation and two years after implementation. In addition, surveys were disseminated to teachers, students, and parents to determine their overall perception of the school’s climate and fidelity of the PBIS program.
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 The Effect of Implementing School-wide Positive Behavior Interventions and Supports on Student Misbehavior in a Large Urban High School by : John Power
Download or read book The Effect of Implementing School-wide Positive Behavior Interventions and Supports on Student Misbehavior in a Large Urban High School written by John Power and published by . This book was released on 2012 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to examine the effect that implementing School-wide Positive Behavior Interventions and Supports (SWPBIS) had on student misbehavior as determined by Office Discipline Referrals, chronic student misbehavior, In School and Out of School Suspensions assignments, and student tardy referrals in a large urban high school. School-wide Positive Behavior Interventions and Supports is a systematic, proactive, preventive, research-based approach that has shown to reduce student misbehavior when implemented with fidelity. The study focused on the Primary Prevention Tier of SWPBIS to prevent and reduce student misbehavior. The study attempted to answer the question is School-wide Positive Behavior Interventions and Supports an effective model to significantly decrease the number of office discipline referrals, In School and Out of School Suspensions assignments, and student tardy referrals. The results from the study showed SWPBIS significantly reduced ODRs, ODRs of students that exhibited chronic student misbehavior, and student tardy referrals in the targeted large urban high school; however, the effect size was small.
Book Synopsis Positive behavior interventions and supports and how has implementation affected discipline referrals within an elementary building, playground, school buses, and gender by : Jessica Maxwell
Download or read book Positive behavior interventions and supports and how has implementation affected discipline referrals within an elementary building, playground, school buses, and gender written by Jessica Maxwell and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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.
Book Synopsis Effects of Positive Behavioral Interventions and Supports on Attendance, Grades, and Discipline Referrals by : Ann C. Miles
Download or read book Effects of Positive Behavioral Interventions and Supports on Attendance, Grades, and Discipline Referrals written by Ann C. Miles and published by . This book was released on 2013 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: Suspension from school removes students from the educational environment and interferes with school progress by decreasing prospects of gaining academic and social skills. Suspension also negatively affects school attendance and is an indicator of future disciplinary problems. To address problem behaviors that can lead to school suspensions, Positive Behavioral Interventions and Support (PBIS) was developed as an empirically-based approach to effect meaningful behavior change through providing positive reinforcement and modeling appropriate behavior. The purpose of this quantitative study was to determine if grades, attendance, and number of discipline referrals of suspended high school students changed after participation in PBIS. Guided by the behavior modification theory, this study employed the PBIS model for its conceptual framework and explored if there was a difference in suspended students' grades, attendance, and number of discipline referrals after participating in PBIS. Suspended high school students' (n = 136) grades, attendance, and number of discipline referrals from the fall 2010 semester when there was no PBIS, were compared to the fall 2011 semester, when PBIS was implemented. The results of the paired-samples t tests indicated that grades did not change after participating in PBIS, but attendance and the number of discipline referrals did significantly improve after participating in PBIS. Implications for social change include offering high schools a research-based alternative to ineffective punishment for student misbehaviors, delivering an effective intervention that positively affects the academic and behavioral needs of students who may otherwise be subject to failure in high school, and providing them with the motivation to remain in school until graduation.
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
Book Synopsis Understanding the Effectiveness of Positive Behavior Interventions and Supports in K-5 Inner-cty Schools by : Victoria Marie Sherlock
Download or read book Understanding the Effectiveness of Positive Behavior Interventions and Supports in K-5 Inner-cty Schools written by Victoria Marie Sherlock and published by . This book was released on 2021 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to The Office of Special Education Programs (OSEP), Technical Assistance Center on Positive Behavioral Interventions and Supports (2020), Positive Behavioral Interventions and Supports (PBIS) is an evidence-based three-tiered framework to improve and integrate all data, systems, and practices affecting student outcomes every day. PBIS creates schools where all students succeed. PBIS may not be as practical to maintain discipline in inner-city elementary schools as educators perceive. This qualitative study sought to understand the consistency of PBIS implemented by administrators and teachers in urban schools from kindergarten through five (K-5). The study's limitations were that the researcher conducted the study at the beginning of the coronavirus (COVID-19) outbreak in the United States. Many educators lost employment due to the pandemic of the virus and some had their workload increased by implementing virtual learning led by the instructional technology in the transition from in-class instruction to virtual instruction. The circumstances surrounding the COVID-19 pandemic dramatically impacted the limitation of the research study. The increased workload and loss of employment impacted the study and limited the investigation by having a low turnout with participants as well as the search for participants. The qualitative research findings in this study indicated the direct correlation between the lack of family involvement, support, inconsistencies, and the impact of PBIS in schools. The data suggested that more research needs to be conducted to dive deeper into the specific PBIS strategies and tools which need to be implemented in the funding, demographics of staff and students, and the schools' training program.
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 Teacher Satisfaction Regarding the Use of Positive Behavior Intervention Support (PBIS) in Schools by : William Leo Keating
Download or read book Teacher Satisfaction Regarding the Use of Positive Behavior Intervention Support (PBIS) in Schools written by William Leo Keating and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "We find ourselves living in a country where many of America's public school teachers are experiencing great stress and are so disheartened that their level of job satisfaction has decreased over time (Fore, Martin, & Bender, 2002). This is an important concern and can affect students' academic learning as well as teachers' sense of efficacy. To address this problem, some schools have implemented a program called Positive Behavior Intervention Support (PBIS) that is a national framework which schools can use to design and implement supportive practices for students. PBIS is a three-tiered research-based practice designed to help schools create and sustain effective behavioral supports for students as well as encourage beneficial interactions between teachers and students. It involves all the teachers, staff, and students within a school system, and since teachers are the primary stakeholders in implementing PBIS, their support of the program may significantly increase its effectiveness and teacher satisfaction over time"--Abstract.
Book Synopsis The Effect of Positive Behavior Interventions and Supports (PBIS) on the Number of Discipline Referrals in a Middle School by : Mandi N. Marvel
Download or read book The Effect of Positive Behavior Interventions and Supports (PBIS) on the Number of Discipline Referrals in a Middle School written by Mandi N. Marvel and published by . This book was released on 2006 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effectiveness of Implementing School-wide Positive Behavior Supports Within School Systems by : Jonathan A. Thomson
Download or read book The Effectiveness of Implementing School-wide Positive Behavior Supports Within School Systems written by Jonathan A. Thomson and published by . This book was released on 2011 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Creating a safe environment, where all students can properly learn, is a huge challenge faced by many educators today. Schools are being confronted by unwanted and disruptive behaviors that directly and negatively affect the environment for both staff and students. Reactive forms of discipline, to help curb unwanted behavior, have been met with little success. Proactive forms of intervention have gained notoriety in recent years. One such system is School-Wide Positive Behavior Supports (SWPBS). While SWPBS is gaining popularity, it is a relatively new philosophy and system. One wonders about the true positive effects of implementing such system, and whether its popularity will be merited once it has been analyzed by empirical evidence. The purpose of this thesis is to examine the outcomes and the cost of implementing the use of SWPBS systems. Furthermore, the thesis looks to explore and find reasons why schools have varying levels of success when instituting a SWPBS philosophy."--leaf 4.
