The Impact of Positive Behavior Interventions on Students Transitioning to Middle School PDF Download

Author: Sheryl R. Debity
Publisher:
ISBN:
Category :
Languages : en
Pages : 107

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Book Description
Educators are challenged with implementing an effective discipline plan that will maintain a safe and orderly learning environment, while keeping students in class and engaged and improving their students’ performance. One program that educators have begun implementing to address these concerns is Positive Behavioral Intervention and Support (PBIS); however, challenges, including time constraints and availability of resources, have impeded the success of implementation. In this study, the researcher compared TNReady student achievement scores, attendance rates, and office discipline referrals at a middle school with an established PBIS program and a non-PBIS middle school over a three-year period. The quantitative results of this study enabled the researcher to determine that there were statistically significant differences found during the years of the study in TNReady math achievement scores, attendance rates, and office discipline referrals for sixth grade students; however, no statistically significant differences were found for TNReady English language arts achievement scores.

Author: Cathy McDaniel Campbell
Publisher:
ISBN:
Category :
Languages : en
Pages : 181

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Book Description
Author's abstract: When middle school students need to learn accountability and discipline to be successful in school, many parents, teachers and school administrators seek short-term solutions to stop inappropriate behavior. This mixed methods study was designed to determine the impact of one intervention used by many middle schools in Georgia, the Student Transition and Recovery (S.T.A.R.) program . The researcher found that the intervention, a military-style of discipline, did have a positive impact on student attendance, grades and discipline. The findings describe five major features of the intervention that contribute to its success. The study provides support for this type of intervention. The ultimate goal is to provide middle schools with an alternative intervention that keeps students in school while improving academics and discipline.

Author: Chad Knowles
Publisher:
ISBN:
Category : Educational counseling
Languages : en
Pages : 89

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Book Description
Today's teachers face more frequent and more severe challenges than perhaps any generation of teachers that have come before them. Administrators attempt to support teaching in an environment of ever-increasing accountability and dwindling financial resources with new and innovative strategies. One such strategy employed by modern educators has been the Positive Behavior Interventions and Supports (PBIS) model for clear behavioral expectations and pyramids of intervention for targeted support for students. This study compared a middle school that employs PBIS with a middle school that does not, to determine if there was any statistical improvement realized on academic achievement. Two diverse middle schools with high numbers of low socioeconomic status students were studied. Eighth grade reading Standards of Learning assessment results were examined to determine what, if any, impact PBIS programs had on student achievement. The eighth grade reading scores were examined from the 2010-2011 school year, since this was the first year of implementation. The study results found that there was no statistically significant difference in achievement between the overall populations of the control school and the experimental school. The study also found that there was no statistically significant difference between male and female achievement at the control and experimental schools. The study did find that there was a statistically significant difference between Caucasian students at the control school and experimental school, as well as between minority students at the control school and experimental school.

Author: Richard M. Gargiulo
Publisher: SAGE Publications
ISBN: 1506306675
Category : Education
Languages : en
Pages : 487

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Book Description
Instructional Strategies for Students with Mild, Moderate, and Severe Intellectual Disability supports teacher educators who are preparing pre-service or in-service teachers to instruct students with intellectual disability from preschool through transition. As a solid, research based methods textbook, it focuses on providing strategies and approaches for how to teach across the spectrum of intellectual abilities and shows how teaching these students involves attention to evidence-based practice. The book presents academic, functional, and behavioral instructional strategies for all these populations.

Author: Patrick Akos
Publisher: Routledge
ISBN: 1317919157
Category : Education
Languages : en
Pages : 102

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Book Description
With detailed examples of best practices from middle schools across the country, this book features research-based strategies and suggestions for transition programs. It covers the roles of school principals, counselors, classroom teachers, and the central office.

Author: Ellie L. Young
Publisher: Guilford Press
ISBN: 1462505244
Category : Psychology
Languages : en
Pages : 177

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Book Description
This much-needed guide shows how to implement positive behavior support (PBS) strategies in secondary settings, using a three-tiered approach. The authors adapt the core ideas of PBS to the developmental context of adolescence and the organizational structures of middle schools and junior and senior high schools. With an emphasis on data-based decision making, the book provides ideas and examples for meeting the behavioral needs of all students, from those with emerging concerns to those with ongoing, chronic problems. It takes practitioners step by step through planning, implementing, evaluating, and sustaining schoolwide, small-group, and individual interventions. In a convenient large-size format, the book includes useful reproducible forms. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Author: Sandra M. Chafouleas
Publisher: Guilford Publications
ISBN: 1462545254
Category : Psychology
Languages : en
Pages : 186

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Book Description
Revised and expanded with the latest tools and strategies, this concise book offers guidance for effectively conducting social, emotional, and behavioral assessments in today’s K–12 schools. The expert authors present foundational knowledge on assessment and data-based decision making at all levels--whole schools, small groups, or individual students--within a multi-tiered system of support (MTSS). Chapters describe when, why, and how to use extant data, systematic direct observation, direct behavior rating, and rating scales. In a large-size format for easy photocopying, the book includes reproducible forms and templates. Purchasers get access to a webpage where they can download and print the reproducible materials. New to This Edition *Reflects a decade of change in behavioral assessment, including an increased focus on screening and progress monitoring. *Includes current knowledge about the defensibility, usability, repeatability, and flexibility of each method. *Focuses on social, emotional, and behavioral assessment within MTSS frameworks. *Chapter on practical applications, featuring in-depth case studies. *Reproducible tools now available online. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Author: Dr Jeanette Alcock Mughal
Publisher: GRIN Verlag
ISBN: 365670063X
Category : Education
Languages : en
Pages : 108

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Book Description
Doctoral Thesis / Dissertation from the year 2013 in the subject Didactics - Common Didactics, Educational Objectives, Methods, grade: Secondary, Nova Southeastern University, course: Peer Mediation, language: English, abstract: The problem addressed in this study was the inappropriate behavior of students at the target middle school located in a southeastern state. Teachers were concerned about the behavior of students in the classrooms and elsewhere in the school. The purpose of this study was to determine the effect of the Make Your Day (MYD, 2012) school-wide citizenship program on student academic achievement, attendance, and short-term behavior suspensions at the target middle school.

Author: Ron Avi Astor
Publisher: Oxford University Press
ISBN: 0190845538
Category : Education
Languages : en
Pages : 153

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Book Description
Students change schools for a variety of reasons, and some students change more often than others -- a reality that can leave them feeling emotionally disconnected and often academically at risk. Welcoming Practices summarizes the research on school transition and makes a case for why schools need to do a better job of welcoming new children and families and following up with them over time. Arriving at a moment in history in which schools are increasing attention on students' social and emotional development, this book captures the innovative practices that some institutions are using to connect with new students and provides practical strategies that all schools can use to make both students and parents feel a part of the school and community. The book discusses how to use technology to improve families' experiences in their new schools, provides strategies appropriate at the school and district levels, and gives schools suggestions for practices that are best suited for younger students as well as for those at middle and high school levels.

Author: Gordon Hall
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Book Description
Although students causal attributions yield divergent trajectories in achievement and well-being (Blackwell, Trzesniewski, & Dweck, 2007; Yeager & Walton, 2011; Yeager et al., 2014), few attribution intervention studies to date have focused on the transition to middle school, during which time students often experience losses in achievement and sense of social belonging (Eccles, 2004; Kingery, Erdley, & Marshall, 2011). As such, the purpose of the current study was to develop and test the efficacy of an attributional intervention on students attributions, motivation, social belonging, and achievement during the transition to middle school. The sample consisted of 133 fifth and sixth grade students enrolled at two public middle schools. Students were randomly assigned to treatment and control modules, which were modeled on previous attributional interventions. Both modules consisted of information regarding the process of transitioning to middle school. Measures of attribution, academic motivation, social belonging, and academic achievement were collected immediately following implementation and at short- and long-term follow-up. Hierarchical linear regression was used to test if the intervention positively changed students attribution, motivation, social belonging, and academic achievement. Results indicated that the intervention was not successful in shifting attributions or impacting motivation, social belonging, and achievement. There was a significant interaction effect between treatment status and identification with minority status in predicting academic achievement at one time point. In exploring the interaction, there is some evidence to suggest the treatment was successful for a local minority population, which is a group that is a minority within the specific context of the school. Implications for future research are discussed.