A Positive Behavior Intervention's Effect on Student Tardiness to School PDF Download

Author: Catherine A. Egan
Publisher:
ISBN:
Category :
Languages : en
Pages : 26

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Author: John Power
Publisher:
ISBN:
Category : Behavioral assessment of children
Languages : en
Pages : 246

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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.

Author: Amy Gill
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 114

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When the No Child Left Behind Act of 2001, and more recently the College and Career Ready Performance Index, was put into effect, schools felt pressure to increase student achievement and bring up attendance rates in order to make adequate yearly progress or now high index scores. Positive Behavior Interventions and Supports (PBIS) is a proactive approach that many schools have implemented in an attempt to decrease disruptive student behavior and possibly increase student attendance. The purpose of this quasi-experimental causal comparative study was to examine the impact of the treatment of PBIS, with its basis in behavioral theory, on office discipline referrals and student attendance rates. Data was collected and analyzed for over 2,000 students in rural southeast Georgia through Infinite Campus and PowerSchool. Using data from the 2011-2014 school years, the study attempted to answer if there is an impact on both office discipline referrals and student attendance rates for middle school students participating in PBIS as compared to middle school students not participating in PBIS. Each null hypothesis was analyzed separately using chi-square testing and an independent samples t-test. The results of the study show that there was an impact on attendance rates for the treatment group, but that same impact was not evidenced on office discipline referrals or attendance rates, when controlling for gender. Recommendations for future research include an examination of the factors that contribute to the decline in the impact of PBIS at the middle school level, and the impact of PBIS on different levels of office discipline referrals, office discipline referrals at tier 1, tier 2, and tier 3 separately, and the impact on different levels of absences.

Author: Robin A. Pettiegrew
Publisher:
ISBN:
Category :
Languages : en
Pages : 95

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As the call for reducing school suspensions and academic achievement improvement moves across the country, schools are responsible for implementing discipline restructure and academic growth programs. In various research studies, positive student and school behavior outcomes have been associated with Positive Behavior Interventions and Supports (PBIS) since its implementation in schools in the late 1990s. However, additional research in understanding the impact of PBIS practices on reported school suspension, school climate perceptions, and student academic achievement (i.e., standardized test scores) would be useful. This study could potentially contribute to the literature and fill a gap not yet explored on the relationship between PBIS implementation and discipline practices impacting African American students, school climate perceptions, and student achievement. School officials can utilize this study's findings to determine their dedication and commitment to PBIS as a behavior intervention within school systems. Utilizing data collected from a large urban school district in Ohio, this study will examine the association between PBIS implementation, the suspension rate of all students, individual student achievement, and school climate perceptions while emphasizing PBIS' impact on African American students. The research data in this study will focus on grade levels elementary through high school. The data will be analyzed using linear regressions. Limitations of this study will be discussed.

Author: Sidney Guillory
Publisher:
ISBN: 9781339455464
Category : Behavior modification
Languages : en
Pages : 142

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The purpose of this single longitudinal case study was to evaluate the impact of PBIS as a viable alternative for an elementary school to improve behavior and academic outcomes for all students at the Tier 1 level. The foundation of Positive Behavioral Intervention and Supports (PBIS) and its practices is that social behaviors and academic achievement are connected. When students spend more time in behavior-related activities, it becomes more challenging to participate in activities related to learning academic content. PBIS is designed to reduce inappropriate behaviors and provide more time to improve student academic performance by establishing a positive behavioral environment. In this case study, data were collected through the examination of office discipline referrals (ODRs), suspensions, and state reading scores both before and after implementation of PBIS Tier 1. The data were analyzed descriptively and comparatively over a four year span (0, 1, 2, and 3 years). The results suggested the number of documented ODRs and suspensions decreased during Year 1 and Year 2 when compared to baseline Year 0. ODRs and out-of-school suspensions greatly increased during the fourth year, while in-school suspensions greatly decreased during the fourth year when compared to baseline Year 0. Extraneous variables were discussed as possible causes for the results reported in Year 3. When the case study analyzed the standardized reading test scores grades third through fifth results were mixed when compared to baseline and behavior data. The data collected suggested a measureable difference in students' academic reading achievement based on state reading score performance during the three years following the implementation of PBIS Tier 1. When compared to the increase in ODRs, the academic scores do not support the research finding. Qualitative data were also analyzed after using open-ended interview questions for a deeper understanding of staff members' perceptions of behavior management and discipline procedures used with the implementation of PBIS Tier1. Results indicated that implementing PBIS Tier 1 helped to produce positive changes in behavior and improved the decision-making abilities of students. Although the results affirmed that PBIS Tier 1 was effective in reducing behaviors and increasing reading scores, further study is recommended on how to improve sustainability in an elementary school setting. Results of this case study could also benefit administrators in this school district as they evaluate the effectiveness of PBIS Tier 1 and plan to implement further interventions or programs.

Author: Gail Pamela Angus
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 360

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The purpose of this study is to determine the effects of school-wide positive behavior interventions and supports (SWPBIS) on student academic performance and other outcomes. The participants in the study are eight middle schools from an urban Southern California school district that were mandated to implement SWPBIS in 2005.

Author: Rosalind Flanigan Operton
Publisher:
ISBN:
Category :
Languages : en
Pages : 55

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Book Description
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.

Author: Ashley D. Rizzo
Publisher:
ISBN:
Category :
Languages : en
Pages : 89

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This qualitative study examined the role of leadership on the development and sustainability of Tier I Positive Behavior Interventions and Supports (PBIS) and how PBIS at the Tier II level affects attendance of chronically absent students. This study utilized archival student attendance data from three schools as well as PBIS fidelity tool data, gathered from the 2016-2017, 2017-2018, 2018-2019, and 2019-2020 school year. In addition to the archival data, this study also obtained perceptions from thirteen educators directly involved in supporting PBIS through interviews. The results of this study revealed that leadership staff were active members of the PBIS team in the implementation and sustainability phases of PBIS. The study also reflected mixed results related to the overall impact of Tier Il interventions on student attendance. Perceptions of the impact of Tier Il interventions on attendance indicated a limited change; however, the archival student data reflected evidence of some positive effects on student attendance. The research findings were examined and interpreted in relation to the literature. The findings of this study may further inform district and school leaders regarding the role of leadership in implementing and sustaining PBIS to positively impact school climate and culture as well as the potential impact the PBIS framework may have on addressing student attendance and chronic absenteeism.

Author: Tim Sanchez
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 60

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Book Description
With the implementation of Positive Behavioral Interventions and Supports (PBIS) program in schools, the inappropriate behavior of students is documented to determine the numbers of Office Discipline Referrals (ODRs) students are amassing during the academic school year. These numbers will help in determining comprehensive interventions that these students will need. This study investigated the behavior of students from fourth, fifth, and six-grade during the academic school years form 2014-2016. Through statistical analysis, this author found that there was significant difference found in ODRs from fourth to fifth-grade and no difference from fifth-grade to sixth-grade among the student participants. As a matter of fact, significantly more ODRs were issued in fifth-grade compared to fourth-grade. The author also found a small number of students who were repeatedly referred to the office for inappropriate behavior. This finding may suggest that these students need more comprehensive interventions to achieve appropriate behavior.

Author: Geoffrey Dean Reno
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 167

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This correlational research study examined the effect of behavioral interventions through school-wide positive behavior interventions and supports (PBIS) on elementary student reading and math achievement in one Midwestern suburban elementary school among 71 students in grades first through fifth participating in PBIS Tier II interventions compared to 71 peers not participating in the intervention. Additionally, this study analyzed teacher perceptions of PBIS implementation and experiences with students participating in the Tier II behavior interventions. The research contributes to the literature by examining the effects of individualized interventions on academic achievement for students. The PBIS Tier II intervention of Check-In/Check-Out (CICO) was implemented by the school for students unable to consistently meet school-wide behavior expectations. Data from the Renaissance Learning STAR Reading and Math assessments and progress monitoring of student behaviors were gathered and analyzed. A teacher survey was distributed to building staff members to understand their perceptions of PBIS Tier II interventions and their experiences with students participating with the intervention. A Pearson correlation and two-sample t-test were used to analyze the possible relationship between the student participation in the PBIS Tier II behavior interventions and their reading and math academic achievement according to the students' scaled score gains on the STAR Reading and Math assessments. Through this study, no statistically significant differences were found between student participation in PBIS Tier II behavior interventions and academic achievement in reading and math. Consequently, these findings are discussed in terms of assisting schools implementing PBIS Tier II interventions to address reading and math academic challenges.