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Author: Brian Toledo Martins Publisher: ISBN: Category : Behavior modification Languages : en Pages : 34
Book Description
This study investigated the effects of the Positive Behavioral Interventions and Supports Program on student discipline in a TK-8 elementary school. Discipline data used for the analysis consisted of office referrals, detentions, and suspensions. Office referral data were collected for two different groups of third-grade students, which included 73 from 2015-2016 and 89 from 2017-2018. Detentions and suspensions were collected from two different groups of eighth-grade students, 86 from 2015-2016 and 89 from 2017-2018. Independent samples t-tests were used to determine if there are significant differences in the number of referrals, detentions, and suspensions between students during the 2015-2016 school year, when the PBIS Behavioral Intervention Supports (PBIS) program was in year one of implementation and students during the 2017-2018 school year when the PBIS program was in year three of implementation. The results of the study suggest that there is no significant difference in the mean number of office referrals, detentions, and suspensions between year one of PBIS implementation during the 2015-2016 academic school year and year three of PBIS implementation during the 2017-2018 academic school year.
Author: Brian Toledo Martins Publisher: ISBN: Category : Behavior modification Languages : en Pages : 34
Book Description
This study investigated the effects of the Positive Behavioral Interventions and Supports Program on student discipline in a TK-8 elementary school. Discipline data used for the analysis consisted of office referrals, detentions, and suspensions. Office referral data were collected for two different groups of third-grade students, which included 73 from 2015-2016 and 89 from 2017-2018. Detentions and suspensions were collected from two different groups of eighth-grade students, 86 from 2015-2016 and 89 from 2017-2018. Independent samples t-tests were used to determine if there are significant differences in the number of referrals, detentions, and suspensions between students during the 2015-2016 school year, when the PBIS Behavioral Intervention Supports (PBIS) program was in year one of implementation and students during the 2017-2018 school year when the PBIS program was in year three of implementation. The results of the study suggest that there is no significant difference in the mean number of office referrals, detentions, and suspensions between year one of PBIS implementation during the 2015-2016 academic school year and year three of PBIS implementation during the 2017-2018 academic school year.
Author: Tim Sanchez Publisher: ISBN: Category : Behavior modification Languages : en Pages : 60
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: Kerry P. Martin Publisher: ISBN: Category : Languages : en Pages : 76
Book Description
This researcher experienced negative results using reactive disciplinary procedures in a public elementary school in Georgia. An investigation of preventative, proactive approaches to student discipline led to Positive Behavior Intervention Support (PBIS). A PBIS committee, comprised of teachers, counselors, and one administrator, developed behavioral expectations for different areas throughout the building. Teachers taught, modeled, and reinforced positive behavior expectations. The administration at this elementary school questioned whether PBIS had positive effects on student achievement and behavior opposed to previous years when PBIS was not implemented. This research was quantitative in design using descriptive statistics. A collection of standardized test scores and office discipline referrals during the years 2010-2011 and 2011-2012 for the same cohort of students determined the statistical significance of the study. The Positive Behavior Intervention Support strategy implementation showed statistical significance in the areas of standardized test scores in reading and math in addition to behavior.
Author: Hannah Pagel Publisher: ISBN: Category : Action research Languages : en Pages : 118
Book Description
In many elementary schools, behavior management can be an issue for teachers and other staff members. When behavior is not managed effectively, student engagement is lost, and students lose out on instructional time. If the difficulties with classroom management are solved, teachers, students, administrators, and other stakeholders would benefit from the rewards. The research problem specifically centers around behavior management at the elementary level. With the variety of behavior management programs out there, this research pinpoints the management that comes with Positive Behavior Interventions and Supports (PBIS). How does PBIS affect student behavior at the elementary level? It is concluded that PBIS works to positively interact with student behavior, especially at the elementary level. Student discipline under PBIS is decreased and student achievement is increased. A recommendation is that PBIS be combined with other current programs within a school to truly be effectively implemented. This research holds an impact for positive social change as it works to increase racial equity within the classroom and allows for educators to see student behavior in a different and more positive way.
Author: Cheryl Denise Thomas Publisher: ISBN: Category : Behavior modification Languages : en Pages : 98
Book Description
The purpose of this study was to determine if the implementation of PBIS (Positive Behavioral Intervention Support) program had a positive significant effect in decreasing office discipline referrals in a local elementary school. A sample independent t-Test was used to examine data on the school’s average office discipline referrals for two years prior to implementation and two years after implementation. In addition, surveys were disseminated to teachers, students, and parents to determine their overall perception of the school’s climate and fidelity of the PBIS program.
Author: Michael Raymond Havener Publisher: ISBN: Category : Behavior modification Languages : en Pages : 77
Book Description
Many theories regarding school discipline have been developed and implemented. In this study, various discipline models are discussed and analyzed. One particular model that claims to significantly reduce discipline referrals is Positive Behavior Interventions and Supports (PBIS). The primary purpose of this study was to determine if PBIS is effective in reducing discipline referrals in a particular Midwest suburban 6-8 middle school. In addition, the referrals were analyzed to determine if there was a significant change in the academic achievement in the Missouri Assessment Program (MAP) math and communication arts test scores after implementation of PBIS in 2008-2009. The population in this study was approximately 600 students attending a suburban Midwestern grade 6-8 middle school with fifty-nine (59) teachers and two (2) administrators. Behavior referral data for the 2009-2010 and 2010-2011 academic years were compared to the 2008-2009 academic year to determine if there was a significant difference in the number of referrals since the program was initiated. In addition, the referrals were analyzed by using a frequency count to determine if conclusions can be drawn from the types of referrals. A comparison of academic achievement, using the Missouri Assessment Program (MAP) was also used to compare the pre and post initiation of PBIS. A t test and an analysis of variance revealed significant effects were only shown for the behavior referral data. The null hypothesis was rejected resulting in acceptance of the alternative hypothesis stating that a significant decrease in behavior referrals occurred. This information provides evidence that PBIS should continue to be implemented to minimize the number of behavior referrals. On the contrary, there was no significant effect on academic achievement according to the MAP results collected. Further studies are necessary to show whether there are any long term effects on academic achievement.
Author: George G. Bear Publisher: Guilford Press ISBN: 1606236814 Category : Psychology Languages : en Pages : 273
Book Description
"All school psychologists and educators who work with children in primary and secondary settings should read this book. It provides a comprehensive guide to the theory and benefits of addressing challenging behaviors while actively promoting self-discipline and prosocial behavior. Bear presents up-to-date, evidence-based techniques in this user-friendly guide."---Amber L. Evenson, MS, EdS, school psychologist, Proviso Area for Exceptional Children Special Education Cooperative, Maywood, Illinois --
Author: Sidney Guillory Publisher: ISBN: 9781339455464 Category : Behavior modification Languages : en Pages : 142
Book Description
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: Ann C. Miles Publisher: ISBN: Category : Rewards and punishments in education Languages : en Pages : 100
Book Description
Suspension from school removes students from the educational environment and interferes with school progress by decreasing prospects of gaining academic and social skills. Suspension also negatively affects school attendance and is an indicator of future disciplinary problems. To address problem behaviors that can lead to school suspensions, Positive Behavioral Interventions and Support (PBIS) was developed as an empirically-based approach to effect meaningful behavior change through providing positive reinforcement and modeling appropriate behavior. The purpose of this quantitative study was to determine if grades, attendance, and number of discipline referrals of suspended high school students changed after participation in PBIS. Guided by the behavior modification theory, this study employed the PBIS model for its conceptual framework and explored if there was a difference in suspended students' grades, attendance, and number of discipline referrals after participating in PBIS. Suspended high school students' (n = 136) grades, attendance, and number of discipline referrals from the fall 2010 semester when there was no PBIS, were compared to the fall 2011 semester, when PBIS was implemented. The results of the paired-samples t tests indicated that grades did not change after participating in PBIS, but attendance and the number of discipline referrals did significantly improve after participating in PBIS. Implications for social change include offering high schools a research-based alternative to ineffective punishment for student misbehaviors, delivering an effective intervention that positively affects the academic and behavioral needs of students who may otherwise be subject to failure in high school, and providing them with the motivation to remain in school until graduation.
Author: Brian Toledo Martins
Author: Brian Toledo Martins
Author: Tim Sanchez
Author: Kerry P. Martin
Author: Hannah Pagel
Author: Cheryl Denise Thomas
Author: Michael Raymond Havener
Author: Michelle M. LeBlanc
Author: George G. Bear
Author: Sidney Guillory
Author: Ann C. Miles