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Author: Madison Prescott Publisher: ISBN: Category : Languages : en Pages : 57
Book Description
The project," Implementation of Positive Behavior Interventions and Supports to Influence School Climate", is a guideline for how to establish PBIS in a school at building and classroom level. This project examines how evidence supports to the use of multi-tiered systems of supports and social and emotional learning to promote PBIS practices to influence a cohesive learning environment. This project examines evidence based practices to launch a foundation for successful PBIS application.
Author: Madison Prescott Publisher: ISBN: Category : Languages : en Pages : 57
Book Description
The project," Implementation of Positive Behavior Interventions and Supports to Influence School Climate", is a guideline for how to establish PBIS in a school at building and classroom level. This project examines how evidence supports to the use of multi-tiered systems of supports and social and emotional learning to promote PBIS practices to influence a cohesive learning environment. This project examines evidence based practices to launch a foundation for successful PBIS application.
Author: Steven Bebee Publisher: ISBN: Category : Behavior modification Languages : en Pages : 204
Book Description
Many schools have used school wide behavior management programs such as Positive Behavior Interventions and Supports (PBIS) effectively as a behavior management system to improve student classroom behavior issues. The purpose of this qualitative interpretive study was to explore how PBIS influence high school teachers0́9 perceptions on school climate within a participant school located in Southern Arizona. Through naturalistic inquiry using face-to-face semi structured interviews, seven teachers who have taught on the participant high school campus for four to six years were able to share their personal perceptions regarding PBIS and its influence on their school climate. The data collected for this study included a PBIS teacher questionnaire, semi-structured interviews, and three years of longitudinal student referral data to examine teacher perceptions of school climates and if the school wide behavior programs they implement has had any influence. This study identified possible limitations and advantages of PBIS on student behavior and determined whether perception from the study teachers differed from the general teaching staff regarding the influence PBIS has on school climate perceptions. The findings and conclusions of the study demonstrate that a relationship does indeed exist between having a successful behavior managements system in place such as PBIS and teachers0́9 feelings about their school climate. Themes were developed and identified that may help administrators understand the relationships that may exist.
Author: Wayne Sailor Publisher: Springer Science & Business Media ISBN: 0387096329 Category : Psychology Languages : en Pages : 778
Book Description
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.
Author: Tory Lawrence Publisher: ISBN: Category : Positive psychology Languages : en Pages : 136
Book Description
Positive Behavior Intervention and Support (PBIS) is a school-wide initiative implemented in many schools across the United States as an approach for addressing discipline concerns and promoting a positive school climate. This study used a phenomenological design to examine the school climate perceptions of 13 staff member from three secondary schools from two school districts in the southeastern region of North Carolina that were implementing PBIS with fidelity. The transformative learning theory, which explains how knowledge may be obtained from lived experiences of individuals, guided the research study in examining three research questions: (a) How do select secondary school staff members describe the influence on school climate of implementing PBIS with fidelity? (b) What benefits, if any, do participants experience in the implementation of PBIS with fidelity? (c) What barriers, if any, do participants experience in the implementation of PBIS with fidelity? Data was collected from individual open-ended interviews, a focus group, and writing prompt responses. Data analysis revealed that all participant used positive terms to describe their school’s climate. Participants also experienced shared benefits and barriers to the implementation of PBIS in their school settings. The results of this study support the implementation of PBIS in secondary schools and addressed implementation barriers. The results could be used to guide the decision-making process of those responsible for the implementation of PBIS at the local school district level as well as at the individual school and classroom level.
Author: Brandi Simonsen Publisher: Guilford Publications ISBN: 1462519431 Category : Psychology Languages : en Pages : 249
Book Description
A vital classroom management resource, this book shows how to implement positive behavior interventions and supports (PBIS) in K-12 classrooms, regardless of whether PBIS is adopted schoolwide. The primary focus is universal (Tier 1) support for all students. Practical, step-by-step guidelines are provided for structuring the classroom environment, actively engaging students in instruction, teaching positive expectations, and establishing a continuum of strategies to reinforce positive behavior and respond to inappropriate behavior. Numerous real-world examples and learning exercises are included. In a large-size format with lay-flat binding for easy photocopying, the book includes reproducible tools for classwide PBIS planning and implementation. Purchasers get access to a Web page where they can download and print the reproducible materials.
Author: Nathan Florin Anderson Publisher: ISBN: Category : Rural schools Languages : en Pages : 0
Book Description
"School climate can be complex to measure and to change, but it is clear that it is a critical component of an effective school. One practice that has been shown to positively influence school climate is Positive Behavioral Interventions and Supports (PBIS). PBIS is a framework of evidence-based practices and its power for initiating change has been shown to come from fidelity of implementation of its key components. Although there is a lot of research on PBIS implementation, not a lot is known about implementation in rural schools and the unique challenges that setting provides. This study measures baseline levels of PBIS components, assesses the perceptions of school climate, and analyzes how those two domains are associated in rural schools prior to formal PBIS training and implementation. In this quantitative study, the baseline data for a Randomized Controlled Trial with 40 rural schools across one state is utilized as the sample data. The Schoolwide Evaluation Tool (SET) is used to measure fidelity of PBIS implementation at each school and the Maryland Safe and Supportive Schools (MDS3) Climate Survey provides the perspectives of students, parents, and staff on school climate. Information on the relationship between these variables in the rural setting will contribute important information to researchers and implementers in rural schools. The analysis found that although there is generally a positive perspective on school climate in these rural schools, a lack of fidelity in PBIS implementation is evident, and is associated with climate perceptions. The only PBIS component implemented to fidelity across the schools was a strong discipline system, yet was associated with lower order and discipline. These results suggest that the punishment-heavy approaches that schools are utilizing are not producing the desired outcomes without the foundational practices of teaching and acknowledging expected behavior. In fact, clearly teaching expectations was significantly associated with improved climate perspectives of staff and parents, and having a system for acknowledging those expectations was significantly associated with improved climate perspectives of students. I recommend that future researchers and implementers build on these findings and conclusions to better understand how to implement PBIS in rural schools. Additional research that applies similar methodologies to other demographic groups and more urban settings is needed for further comparison. Additional time points and longitudinal data will also provide more insights to the causes and impacts of PBIS on school climate in small and remote schools."--Boise State University ScholarWorks.
Author: Robin A. Pettiegrew Publisher: ISBN: Category : Languages : en Pages : 95
Book Description
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: Theodore Caleris Publisher: ISBN: Category : Behavior modification Languages : en Pages : 185
Book Description
Abstract: One of the major questions that both urban and non-urban public school districts are faced with is the relationship between the predictors of school climate, student behavior, staff perceptions and the influence these variables have on school climate. School districts are under public scrutiny to produce positive achievement results for all students. Much research suggests that schools that are considered urban are generally considered unsafe, unproductive and unable to produce students that are competitive in a 21st century global economy. In the major urban centers, student populations are decreasing, flooding the first-ring school districts. First-ring school districts are the individual school districts that immediately border major urban school centers. What are left in the major urban districts are families that are unable to improve their situation and move out of the school districts that are generally considered a failure. One area that has been generally targeted as a method to improve student achievement is the area of school climate. Various programs in the public school setting have been instituted to positively influence school climate. Inside the school setting, there are diverse variables that can affect the efficient running of a school building: school climate, student population, discipline occurrences in a school, specific positive behavior support programs (PBS), at risk behavior intervention programs for students, academic intervention programs, staff morale and standardized testing results for a specific school district. These predictors, along with individual human development and behavior, influence school climate. It is essential to understand how these characteristics can impact school climate in an urban and non-urban setting; what policies or procedures can positively impact climate at the building level; and how can these factors can influence staff perceptions towards student achievement. Educators have yet to determine the exact interplay of the factors that predict school climate and their influence upon student achievement. Among other variables, the topic of school climate has had profound implications upon staff retention, school discipline and student academic achievement. The purpose of this study is to assess the impact of positive behavior supports on school climate, specifically in relation to teacher perceptions and feelings towards positive behavior support programming; to identify the awareness of specific positive behavior supports used within a school setting; to determine the impact of these supports on school climate by measuring teacher attitude and perception about student achievement; and ultimately, to determine is there a statistical significance in staff perception of school climate elative to the school setting of an urban and non-urban school. Two-hundred and six educators were surveyed from four school district in Northeast and Northwest Ohio. Results demonstrated that working in a urban setting or non-urban setting was statistically significant in terms of the impact on teacher attitude, collegiality, achievement perceptions and awareness with regards to the tested factors that influence school climate. It was found that there were statistically significant differences between teachers working in either an urban or a non-urban setting in relation to teacher attitude, collegiality, achievement perceptions and awareness, as related to school climate. However, the effect sizes were low demonstrating that the differences were not large enough to be of a practical concern.
Author: Lauren N. Everett Publisher: ISBN: Category : Behavior modification Languages : en Pages : 118
Book Description
"Positive Behavioral Interventions and Supports (PBIS) is a powerful program used across the nation to aid educators in implementing best practice research in improving academic and behavioral issues that rise in a classroom and school. There is much data that support the use of this program within schools. However, little research has been done to look at the response of the students to the program. The purpose of this study was to look at the PBIS model through the eyes of middle school students. Data was collected in survey form from sixth through eighth grade students at Skyview Middle school in Oakdale, Minnesota. From the study it was evident that students understood the PBIS model, and its importance. It was also clear that there was a disconnect between student knowledge and their actions."--leaf 3.
Author: Madison Prescott
Author: Madison Prescott
Author: Steven Bebee
Author: Wayne Sailor
Author: Tory Lawrence
Author: Brandi Simonsen
Author: Nathan Florin Anderson
Author: Robin A. Pettiegrew
Author: Randall S. Sprick
Author: Theodore Caleris
Author: Lauren N. Everett