Teacher Perception of Positive Behavioral Interventions and Supports in Underperforming Schools in Central Virginia PDF Download

Author: Bobbie L. Anderson
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 252

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

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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: Marcie R. Terry
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 378

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Author: Courtney K. Johnson
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 314

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This study explored the impact of the Positive Behavioral Interventions and Supports (PBIS) framework on discipline disproportionality in an Eastern Virginia school division. Nationally, African American students are suspended and expelled at a much higher rate than their peers (Skiba et al., 2016). This study explored the impact PBIS had on this rate. The work is valuable to those interested in introducing the PBIS framework in their school division or school. A phenomenological, qualitative study was conducted with the first research question using discipline data from the division to track trends. The second research question was answered by interviewing principals within the division. The results of this study showed that PBIS did not impact the rate of disproportionality in the schools in this study; however, principals perceived that PBIS did have a positive impact on student behavior, school culture, and the overall discipline program of their school. This work adds to the body of research that PBIS does have a positive impact on school culture and school discipline. On the other hand, PBIS will require a more concerted focus on equity in order to make strides against impacting discipline disproportionality.

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

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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: Victoria Leigh Harr Morley
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 92

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Book Description
With a rise of behavioral concerns in the classroom, education systems have turned to positive behavior interventions and supports (PBIS) to reinforce positive behaviors. The purpose of this quantitative predictive correlational study was to examine the relationship between the fidelity of PBIS implementation, teacher perceived effectiveness of the programs, and time spent implementing the program. The theoretical framework for this study came from the applied behavior analysis theory. The researcher used a quantitative predictive correlational design to examine the relationship between the fidelity of implementation of PBIS programs, teacher perception of effectiveness of the PBIS framework, and time spent implementing PBIS. The study sample was taken from a population of approximately 600 elementary, middle, and high school teachers in a rural school district in East Tennessee during the 2020-2021 school year. The Benchmarks of Quality (BoQ) and the Teacher Perceptions of Positive Behavior Intervention Support Survey (Thornton, 2012) were used to measure implementation fidelity of PBIS programs and teacher perception of PBIS programs, respectively. The assumption of linearity and the assumption of bivariate normal distribution were tested using a scatterplot. A bivariate linear regression was used to examine the relationship between implementation fidelity of PBIS programs and teacher perceptions of program effectiveness, and another was used to examine the relationship between time spent implementing PBIS and teacher perceptions of program effectiveness. The study revealed a significant predictive relationship between implementation fidelity of PBIS programs and teacher perceptions of the programs.