The impact of positive behavior intervention training for teachers on referral rates for misbehavior, special education evaluation and student reading achievement in the elementary grades.

2006 ◽  
Vol 2 (3) ◽  
pp. 354-361 ◽  
Author(s):  
Susan Polirstok ◽  
Jay Gottlieb
Keyword(s):  
Special Education ◽  
Reading Achievement ◽  
Behavior Intervention ◽  
Positive Behavior ◽  
Elementary Grades ◽  
Education Evaluation ◽  
Referral Rates ◽  
Positive Behavior Intervention ◽  
Student Reading ◽  
The Impact

scholarly journals Are We Spinning Our Wheels? The Impact of PBIS, Counseling, and Mentoring on the Behavior and Achievement of Elementary Age African American Males

2019 ◽  
Vol 4 (4) ◽  
pp. 7
Author(s):  
Elesha Buckley ◽  
Myron Labat ◽  
David Lee ◽  
Cherie Labat
Keyword(s):  
African American ◽  
African American Males ◽  
African American Male ◽  
Behavior Intervention ◽  
Positive Behavior ◽  
Male Students ◽  
Fifth Grade ◽  
African American Male Students ◽  
Positive Behavior Intervention ◽  
The Impact

The gap in educational achievement between African American males and their peers plays a key role in one of the most substantial problems facing American society (Burchinal, McCartney, Steinberg, Crosnoe, Friedman, McLoyd, & Picanta, 2011). However, the challenges faced by those working to narrow the achievement gap between African American males and their counterparts continue to persist. The purpose of this study was to explore the impact of Positive Behavior Intervention and Support (PBIS), counseling, and mentoring on disruptive classroom behavior among African American males. The researchers also examined whether Positive Behavior Intervention and Support (PBIS), counseling, and mentoring had an impact on reading scores of African-American male students in Pre-K through fifth grade. Prior studies in this area indicated that participation in PBIS was not a significant predictor of the number of disruptive behaviors that resulted in office referrals received by African American male students in Pre-K through fifth grade. Findings in this study seemed to be consistent with those studies. However, researchers did find participation in counseling to be a significant predictor of disruptive behaviors among African American male students in Pre-K through fifth grade.

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