Author: Casey WillsPublisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Students' Perceptions of Positive Behavioral Interventions and Supports
Author: Casey WillsStudents' Perception on Positive Behavioral Interventions and Supports
Author: Catarina LaraPublisher:
ISBN:
Category :
Languages : en
Pages : 64
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.
Teacher Perceptions of Positive Behavioral Intervention and Support (PBIS)
Author: Melanie L. MartinezPublisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 47
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.
Handbook of Positive Behavior Support
Author: Wayne SailorPublisher: 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.
The Relationship Among Positive Behavior Support, Students' Perceptions and Educational Outcomes
Author: Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
Traditional reactive and punitive classroom management approaches have been shown to negatively impact students' academic and social-emotional outcomes, and may contribute to the disproportionate discipline of African American youth. Positive Behavior Support (PBS) is an alternative, positive approach to classroom management that improves outcomes for all students. The benefits of PBS are linked to the systematic implementation of applied behavior analysis (ABA) strategies and its overall focus on fostering personal well-being. Despite this dual emphasis on both behavior and interpersonal functioning, research has focused primarily on measuring the effects of PBS through behavioral outcomes (e.g., office referrals) as opposed to personal variables or academic performance. Therefore, this study sought to examine the relationship between implementation of PBS and typically-measured behavioral outcomes, as well as students' academic outcomes and personal factors. Study findings indicated that teacher self-report of PBS implementation was positively associated with students' math and reading outcomes, and that the student-level variables of gender and race consistently predicted students' outcomes. Specifically, boys had more negative perceptions of their classroom environments and more office referrals than girls, and African American students had lower academic outcomes and more office referrals than their non-African American peers.
A Phenomenological Study: Students' Perceptions of School-Wide Positive Behavior Interventions and Supports in Pennsylvania Middle Schools
Author: Brenda ZackPublisher:
ISBN:
Category : Junior high school students
Languages : en
Pages : 177
Book Description
The purpose of this transcendental phenomenological study was to examine the perceptions of middle school students in schools that have implemented School-wide Positive Behavior Supports (SWPBS) at the universal tier with fidelity. Much of the research on SWPBS has focused on achievement gains, discipline improvement, implementation process, and school personnel perceptions. There was a lack of research regarding students' perceptions of their real-life experiences of SWPBS. The rationale for this study was that students' perceptions can assist in improving SWPBS implementation at the universal level and promote implementation for schools considering SWPBS. The central question was what meaning do middle school students ascribe to the SWPBS environment? A purposeful sample of students from three Pennsylvania middle schools implementing the universal tier of SWPBS with fidelity was selected for this study. This study used a phenomenological approach; therefore, data was collected via focus groups, interviews, and observations. Analysis of transcripts, significant statements, and contextual descriptions created a description of the essence of the students' experiences. Students' perceptions and experiences included having a positive school environment, receiving rewards and recognition, clarity of behavioral expectations, consequences for inappropriate behavior, and a feeling of safety. On the other hand, inconsistency among staff in the dissemination of rewards and discipline was also noted. Implications, limitations, and recommendations for further research are discussed.
Closeness and Conflict in Schools
Author: Christopher James CochranPublisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 116
Book Description
This study measured elementary teachers' perceptions regarding the fidelity to which PBIS has been implemented in their school, and the impact that PBIS has had on student behavior and student-teacher rapport. Participant responses (N=175) were analyzed using correlation, regression, t-test, and ANOVA. Demographic variables included teacher gender, current grade taught, Title I/non-Title I school placement, years of teaching experience, years of PBIS implementation, and teacher perception of PBIS implementation fidelity. The primary focus of this study was to compare teachers' perception of the impact PBIS has on student behavior and the impact PBIS has on student-teacher rapport. The study's primary findings indicate that gender, current grade taught, Title I school placement, and years of teaching experience are not significant variables in teachers' overall perceptions related to student behavior or student-teacher rapport. Most notably, years of PBIS implementation was found to be negatively correlated with perception of student-teacher rapport (p=
Using RTI for School Improvement
Author: Cara ShoresPublisher: Corwin Press
ISBN: 141296640X
Category : Education
Languages : en
Pages : 233
Book Description
This resource helps administrators and teachers implement RTI as a powerful school improvement process. Response to Intervention (RTI) is currently being adopted throughout the United States as a method for documenting eligibility for a learning disability as permitted in the reauthorization of IDEA 2004. The model most often chosen involves a three- or four-tier pyramid incorporating general education classroom components in the lower tiers and special education as the final tier. Using RTI for School Improvement illustrates how integrating RTI into all aspects of a school can go beyond assessing learning disabilities to make a significant positive impact on schoolwide student achievement. The authors show how educators can successfully implement each tier to provide effective instruction for all learners, develop an intervention approach for students at risk, and provide intensive intervention for non-responding learners.
An Exploration of Positive Behavior Interventions and Supports Impact on Discipline, Achievement, and Perceptions of School Climate in an Urban School District
Author: Robin A. PettiegrewPublisher:
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: Margaret D. Donohue