A Collective Case Study on Elementary School Administrators’ and Teachers’ Perceptions of a School-wide Positive Behavior Intervention and Supports Framework PDF Download

Author: H. David Cawthon
Publisher:
ISBN:
Category : Counseling in elementary education
Languages : en
Pages : 195

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Book Description
The purpose of this collective case study was to explore and understand administrators’ and teachers’ perceptions on how a school-wide positive behavior intervention and supports (SWPBIS) framework influences school climate at the elementary school level. The theory guiding this study was grounded in B.F. Skinner’s theory of operant behavior and applied behavior analysis, which supports the use of positive reinforcement to increase desired behavior in a real world setting. A rich description of the perceived influence a SWPBIS framework has on school climate was constructed by answering the central research question: “How do administrators and teachers perceive the influence of a SWPBIS on school climate at the elementary school level?” Although numerous research studies regarding SWPBIS have been conducted, few have addressed the perceptions of administrators and teachers. Participants included 37 administrators, teachers, and school personnel from 3 north Georgia elementary schools within the same district that had implemented SWPBIS. Data was collected during face-to-face interviews, focus group sessions, and from relevant documentation to increase trustworthiness through triangulation. Results of the present study demonstrate that administrators and teachers believe SWPBIS has positively changed the mindset and behaviors of students, teachers, and administrators resulting in a healthier school climate. Implications of the study include measures for central office personnel in making implementation decisions, measures for school administrators to increase buy-in, and measures for teachers to choose specific features to maximize the success of SWPBIS

Author: Keith Storey
Publisher: Charles C Thomas Publisher
ISBN: 0398093679
Category : Education
Languages : en
Pages : 162

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Book Description
This book addresses the critical need for highly qualified personnel to work with students that have varying support needs, and provides a framework for analyzing these needs. The exploration of Positive Behavior Supports in this text will serve as a guide to help prepare teachers, teachers in training, and other service providers to adequately support and teach all students. The author writes in a non-technical style and provides case study examples and guides for assisting readers in analyzing and understanding the appropriate supports and interventions in Positive Behavior Supports. These case studies analyze real life situations that will assist teachers and service providers. The twelve case studies presented in this book contains four cases that offers a complete analysis, and eight cases containing a description of the case with partial analysis components that readers can use for their own education, including courses and/or training purposes. The applicability of the case studies to applied settings and the ability to use the case studies as assignments and/or exams will be beneficial to all teachers and college instructors. General references related to Positive Behavior Supports are provided, including organizations and resources. Empirical research to support that the interventions used in the case studies are evidence-based practices is depicted. Readers will appreciate the provision of a system for teachers, teachers in training, school psychologists, behavior specialists, classroom assistants and others, to analyze inclusion and to understand how supports and instruction can be used to best educate students with disabilities.

Author: Tantaneshia Houston
Publisher:
ISBN:
Category : Education and state
Languages : en
Pages : 0

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Book Description
Findings and Conclusions: The data revealed the effect of the implementation of PBIS on the overall influence of elementary students’ behavior management. Some of the results of the implementation of PBIS showed that consistency is needed, rewards are positive motivators for students, and buy-in from others within the school, including teachers, principals, bus drivers, and even cafeteria staff, helps with consistency of student behavior. However, the findings also revealed some negatives which suggested that more PBIS training is needed for all involved. Results also indicated that changing the minds of veteran teachers to implement PBIS using the most up-to-date strategies can be difficult.

Author: Melissa Stormont
Publisher: Corwin Press
ISBN: 1452208204
Category : Education
Languages : en
Pages : 153

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Book Description
Discover how to implement the Programwide/Schoolwide Positive Behavioral Support (PW/SW-PBS) system, a prevention-based approach for teaching and supporting appropriate behavior in preschool and elementary school children.

Author: Deanne A. Crone
Publisher: Guilford Publications
ISBN: 1462519733
Category : Psychology
Languages : en
Pages : 305

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Book Description
A widely used practitioner guide and text, this book presents a blueprint for meeting the challenges of severe problem behavior in grades PreK-8. It shows how to provide effective behavior support for the 1-5% of students who require intensive, individualized intervention. Case examples illustrate step-by-step procedures for identifying student needs using functional behavioral assessment (FBA) and designing, implementing, and evaluating team-based behavior support plans (BSPs). The book also describes how to build school- and districtwide capacity to conduct FBA-BSPs. Reproducible forms and worksheets are included; purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size. New to This Edition: *Incorporates current FBA-BSP research and best practices. *Chapters on developing districtwide capacity; FBA apps and software; applications for academic problems; and early childhood settings. *Increased attention to FBA-BSP as a Tier III intervention within a multi-tiered framework. See also the authors' less intensive intervention for moderate problem behavior: Responding to Problem Behavior in Schools, Second Edition: The Behavior Education Program. Also available: Dr. Hawken's training DVD, The Behavior Education Program: A Check-In, Check-Out Intervention for Students at Risk, which demonstrates the BEP in action.

Author: Laura A. Riffel
Publisher: Corwin Press
ISBN: 1483384381
Category : Education
Languages : en
Pages : 209

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Book Description
Seal the gaps in student learning with targeted intervention This practical resource addresses the gap between school-wide disciplinary policies and interventions individually tailored to the most problematic students. Focusing on proactive strategies for small-group interventions, Laura Riffel’s research and techniques include: General strategies that can be applied at the individual level: Self-management, proximity control, peer mentoring and more Comprehensive action plans to anticipate any disciplinary issues A behavior rating sheet proven effective in improving student behavior “Funk Sway” For The Classroom: Using Feng Shui principles to create a classroom environment that enhances productivity, learning and creativity

Author: John T. Shumway
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 176

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Book Description
Disruptive behaviors in elementary schools are a serious concern for teachers. With mounting pressure from school district administrations, state and federal government agencies, and the communities in which these schools reside, teachers often struggle to determine the best path to achieve consistent student engagement. When inappropriate behaviors are not managed effectively, academics suffer. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Professional Learning Communities (PLC) have also become very common in schools as teachers are organized into teams to collaborate and plan learning opportunities and methods for the instruction and assessment of students. The present study examined the effects of PBIS implementation through the PLC on the teaching staff in 7 elementary school classrooms. This is a case study in which selected teachers were observed and interviewed to determine their level of and concerns regarding implementation and subsequent adoption level. Results indicate that the teachers all have unique experiences with PBIS and related interventions that either reduce their use or support their belief that it is an effective system. Their PLC collaboration is also discussed as it was proposed to be the medium and data catalyst for implementation. Limitations and implications of this study for researchers and practitioners are discussed.

Author: Shelley C. Jackson
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 117

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Book Description
Teachers are committed to student success and academic achievement, including those students with behavioral issues. Teachers are often faced with student misbehaviors and classroom disruptions. The ability to engage all students in active learning in a classroom constitutes effective attentional processes and instructional practices. In this context, states, districts, and school administrators have recognized the need for transformational strategies and support to aid effective classroom teaching. A school-wide system approach to address student responsiveness and positive expected outcomes are discussed. To better understand the implementation of support strategies from teacher responsiveness to student behavior in the classroom, in-depth qualitative interviews were conducted with 21 elementary teachers to determine the perceptions of student behavior. A 10-question semi-structured interview questionnaire was conducted using six steps of Braun's and Clarke's thematic coding. This study describes the teachers' perspectives and approaches to behavior management and intervention strategies, including implementation of classroom management and knowledge about Positive Behavior Interventions and Supports (PBIS). Findings indicated that teachers recognized the (PBIS) framework as beneficial but selective; more training was needed after implementation, and parental support was necessary for the development of prosocial behaviors. Additionally, themes supporting the findings included that the (PBIS) framework was advantageous for some students but not all when implemented properly. The research suggests more training in dealing with cyberbullying and positive social change would be a foundational start for the proposed future strategies of the (PBIS) framework.

Author: Milton A. Ayers (Jr)
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 228

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Book Description
The purpose of this study was to assess teacher perceptions in implementing a Positive Behavior Intervention and Support (PBIS) plan in an elementary school. The study was mainly quantitative, using surveys, personal interviews, and observations to measure teacher perceptions. The study focused on the common areas. The rules, procedures, and behavior matrix were developed with input from the staff. The surveys were administered, retrieved, and analyzed electronically using Google forms and an Excel Spreadsheet. Interviews were arranged to encourage dialogue and get a greater understanding of their perceptions of the PBIS process. Observations were conducted using "compliment chains". The results of the findings were shared with the faculty, and used in developing a future classroom PBIS model.

Author: Melanie L. Martinez
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 47

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Book Description
A significant concern among administrators, teachers, and parents is disruptive student behavior. Educational researchers have found that traditional discipline policies such as suspension, expulsion, and other Zero Tolerance practices have failed to reduce disruptive behaviors in students. Furthermore, traditional discipline policies have been shown to discriminate against students of color and those with disabilities. This study investigated teachers’ perceptions of alternative discipline policies, specifically Positive Behavioral Interventions and Supports (PBIS). Participants were interviewed individually using questions developed by the researcher regarding experiences and perceptions of PBIS. Common themes identified from responses were the need for ongoing professional development, the need to develop interventions for high-risk students who are not responding to primary interventions, and the need to establish data collection protocols to evaluate the effectiveness of PBIS implementation, which was regarded as a limitation in the current implementation of PBIS.