School Staff Perceptions on the Implementation of Positive Behavior Intervention and Supports (PBIS) at the Middle School Level PDF Download

Author: Alejandro Orozco
Publisher:
ISBN:
Category :
Languages : en
Pages : 58

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Book Description
The purpose of the study is to find out how school staff members perceive the implementation of positive behavior interventions and supports (PBIS) at a local middle school. This study sought to determine how the components of the implementation of PBIS affect student behavior through the examination of scholarly articles and longitudinal studies. Additionally, it sought to determine how evaluation instruments support implementing and maintaining PBIS with fidelity and to identify critical features vital to sustaining the framework. This study took place during the Fall of the 2018-2019 school year in an urban middle school serving approximately 220 students in southern California. This study utilized a mixed methods approach in order to provide a deeper understanding of the perception among the 14 staff members that participated in the study which included all certificated staff and the majority of classified staff. Through the review of the current body of literature the researcher determined the components of PBIS associated with having a positive impact on student behavior. Survey data collected through the PBIS Self Assessment Survey (SAS) and interviews showed that the majority of staff members perceive these components to be successfully in place and associated with improvement in student behavior following the first six weeks of implementation. Results from the SAS also revealed to what extent the school staff perceive the current status level of the critical features vital to sustaining PBIS identified in the literature. This information provides vital feedback for the PBIS leadership team in order to coordinate resources and professional development to support staff members in their ongoing effort to improving student behavior and school climate.

Author: Lauren Drelicharz
Publisher:
ISBN:
Category : Behavioral assessment of children
Languages : en
Pages : 0

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Book Description
The purpose of the current study is to examine the relationship between staff perceptions of behavior and discipline and the implementation of positive behavior interventions and support (PBIS). Despite studies that have found PBIS to be effective, research is needed to understand teachers' perceptions of behavior and discipline in order to identify the needs and concerns of school staff. Identifying such needs and concerns may lead to improved implementation of PBIS. For this study, 292 teachers and other certified staff from a public school district were asked to complete a survey that addresses the perceptions, beliefs, and needs of school staff in regard to behavior, discipline, and the implementation of PBIS. The integrity of implementation was also measured in order to examine the relationship between implementation and staff perceptions. No strong relationship was found between implementation integrity and staff perceptions. There were no significant differences in perceptions between novice and experienced teachers. For school level, significant differences were found between elementary and secondary school staff. Implications of the findings for research and practiced are discussed.

Author: Melody A. Arndts
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 0

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Book Description
Schoolwide Positive Behavior Intervention and Supports (SWPBIS) is a tiered program that provides three levels of behavior and social-emotional support for students. Tier one is for all students, tier two is for some students in need of targeted or some additional intervention, while tier three is for few students who need the most intensive support (Center on PBIS, 2023b; Lewis et al., 2017; Simonsen et al., 2008; Sugai & Horner, 2002). Schools have increasingly implemented Schoolwide Positive Behavior Intervention and Supports (SWPBIS), but research suggests that few high schools have implemented SWPBIS when compared with elementary and middle schools (Feuerborn et al., 2015; Flannery et al., 2013). High schools have varying contextual factors that differ from elementary and middle schools, presenting distinctive challenges with the implementation process and fidelity of SWPBIS. This qualitative phenomenological study explores secondary teachers’ perceptions of the school-wide and class-wide implementation process of SWPBIS at the high school level and its impact on students with disabilities and other health impairments. Additionally, this study examines secondary teachers’ perceptions of effective discipline strategies and their perception regarding out-of-school suspensions. Findings suggest that inequitable practices of the SWPBIS may likely stem from personal beliefs and philosophy of SWPBIS, teacher autonomy in the classroom, lack of time and inconsistent implementation, and buy-in.

Author: Debbie S. Chrisop
Publisher:
ISBN:
Category :
Languages : en
Pages : 91

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Book Description

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.

Author: Alicia Tuttle
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 113

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Book Description
Student behavior is an important topic that educators must contend with in the current educational climate. Due to changing laws and movement away from zero tolerance policies, schools have had to adapt to manage student misbehavior differently. Positive Behavior Interventions and Supports (PBIS) is a common framework that has been adopted to help create positive behavior change on school campuses when implemented with fidelity; however, teacher perception is important for implementation fidelity of PBIS. There were two purposes to this study. The first purpose of this quantitative, causal-comparative study was to examine the difference between teacher perception of PBIS and teacher perception of classroom control with implementation fidelity of PBIS at schools scoring low, moderate, and high for fidelity of implementation in order to better inform stakeholders about effective ways to ensure reduced discipline, thus increased school safety, and a positive school culture, on a middle school campus. The second purpose of the study was correlational and examined whether there was a relationship between teacher perception of PBIS and teacher perception of classroom control. The study used a causal-comparative research design as well as a correlational research design to address the two research questions. Middle school teachers at schools scored low, moderate, and high for implementation fidelity of PBIS were surveyed at the end of the 2021 school year. There were no significant differences in teacher perception of PBIS and teacher perception of classroom control at schools scoring low, moderate, and high for implementation fidelity, but there was a significant relationship between teacher perception of PBIS and teacher perception of classroom control.

Author: Kristine Marie Harper
Publisher:
ISBN:
Category : Bullying in schools
Languages : en
Pages : 138

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Book Description
Each day students throughout the world are exposed to bullying in many different ways and on many different occasions. Bullying has received such a great amount of attention through the media, that it leaves parents and community members with the belief that bullying has become a bigger problem today than it ever has before (Austin, Reynolds, & Barnes, 2012; Carrera, DePalma, & Lameiras, 2011; Packman, Lepkowski, Overton, & Smaby, 2005; Rigby & Smith, 2011). Nearly every state in the nation has passed laws regarding bullying and increasing the responsibility of schools and districts to implement programs to prevent and/or address bullying on their campuses (U.S. Department of Education, 2011). Many schools and districts have not only developed policies to place them in compliance with the passed legislation, but they have begun to implement programs, such as School-Wide Positive Behavior Interventions and Supports (SWPBIS), as a method to help improve the overall school environment (Pugh & Chitiyo, 2012; Reinke, Herman, & Stormont, 2012; Simonsen & Sugai, 2013). While it has shown to help improve the overall school climate, researchers suggest that this may also be utilized to reduce the presence of bullying in schools (Good, McIntosh, & Gietz, 2011; Packman et al., 2005; Pugh & Chitiyo, 2012). This study examined the perceptions of middle school teachers concerning the use of SWPBIS in their schools, along with their perceptions of its effectiveness at reducing the presence of negative student behaviors, such as bullying. Research was conducted using quantitative data to determine teacher perceptions of the questions being presented in this study. While the outcomes to nearly all of the research questions reported very little significance, these results showed that teachers' perceived that SWPBIS is effective at reducing the presence of negative student behaviors within the school when it has been implemented with fidelity. --Page ii.

Author: Catarina Lara
Publisher:
ISBN:
Category :
Languages : en
Pages : 64

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Book Description
Classroom management strategies vary from classroom to classroom. Teachers decide which classroom management strategies work best for their students. While it is up to the teacher, there is controversy on whether punitive measures are the most effective practices. With the different research that has been conducted on punitive measures, more schools are leaning towards positive intervention programs. This case study explores the perception of students who experienced a program known as Positive Behavioral Interventions and Supports (PBIS), in a middle school setting. A total of 16 students were interviewed in focus groups of four, in order to better improve the practices and strategies when implementing PBIS. The data demonstrated that behavioral choices made by their peers affect the way students feel in their environment in a negative way. Students also made it clear that they feel over looked by their teachers when their peers are making poor behavioral choices. Teachers need to listen to their students and make sure that they focus and recognize positive behavior, so students know which behavior is preferred.

Author: Louis M. Chance
Publisher:
ISBN:
Category : Behavior disorders in children
Languages : en
Pages : 135

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Book Description
The purpose of this study was to identify the perceptions of teachers regarding challenges to implementing positive behavior support plans in schools and ways that administrators can better support teachers with behavior interventions. Forty-two regular education teachers and 16 special education teachers from a suburban school district in Pennsylvania completed surveys containing both Likert scale and open-ended questions. Additionally, 4 regular education teachers and 5 special education teachers took part in structured interviews which further explored teacher perspectives. Results indicated that regular education teachers view a shortage of time and a lack of adequate training as the 2 primary challenges to behavior plan implementation. Staff resistance and inconsistent expectations around behavior planning were also cited as associated barriers. Regular education teachers suggested that administrators could support teachers by providing time for teacher collaboration about student behavior, scheduling regular staff development opportunities related to positive behavior support, and communicating clear expectations concerning behavior intervention delivery. Special education teachers also identified time, teacher resistance, and staff development as primary challenges, while adding that a lack of resources for behavior planning also presents difficulties. They believed that administrators could better support by not only providing time and training, but also through increased direct involvement in behavior planning teams and more active advocacy for the importance of positive behavior support plans.

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.