scholarly journals Inclusion of classified staff in the implementation of positive behavior Interventions and supports: a district case study.

2020 ◽  
Author(s):  
Devon Roberts
Keyword(s):  
Positive Behavior ◽  
Behavior Interventions ◽  
Positive Behavior Interventions ◽  
Classified Staff

Classified Staff Perceptions of Behavior and Discipline: Implications for Schoolwide Positive Behavior Supports

2017 ◽  
Vol 20 (2) ◽  
pp. 101-112 ◽  
Author(s):  
Laura L. Feuerborn ◽  
Ashli D. Tyre ◽  
Kathleen Beaudoin
Keyword(s):  
Positive Behavior ◽  
Communication Effectiveness ◽  
Behavior Interventions ◽  
Concerns Based Adoption Model ◽  
Staff Perceptions ◽  
Positive Behavior Interventions ◽  
Grade Levels ◽  
Qualitative Thematic Analysis ◽  
Classified Staff ◽  
Systems Leadership

Classified staff are important stakeholders in schools and commonly interact with students across grade levels, subject matter areas, and physical locations—making their involvement in the implementation of schoolwide positive behavior interventions and supports (SWPBIS) essential. However, their voice, including the intentional and systematic consideration of their perspectives and concerns, is virtually absent in this field of research. Hence, the purpose of this mixed-methods study was to develop a general understanding of classified staff perspectives of behavior and discipline. We used quantitative analysis to compare survey data from teachers and classified staff ( n = 1,833) and then applied qualitative thematic analysis to classified staff responses ( n = 243) to an item derived from the Concerns-Based Adoption Model (CBAM). As compared with teachers, classified staff reported lower levels of knowledge or understanding of SWPBIS, less SWPBIS-related training, poorer quality communication, and more philosophical beliefs that were inconsistent with SWPBIS. Qualitative analysis of classified staffs’ SWPBIS-related concerns yielded the following 10 themes listed in order of prevalence: consistency, communication, effectiveness, amount of discipline, specific procedures and behaviors, climate and stress, student and parent involvement, acknowledgment systems, leadership, and resources. Limitations and implications for research are provided herein.

Are Breaks Better? A Comparison of Breaks Are Better to Check-In Check-Out

2021 ◽  
pp. 019874292110018
Author(s):  
Caitlyn E. Majeika ◽  
Joseph H. Wehby ◽  
Eleanor M. Hancock
Keyword(s):  
Elementary Students ◽  
Problem Behavior ◽  
Positive Behavior ◽  
Tier 2 ◽  
Behavior Interventions ◽  
Positive Behavior Interventions ◽  
Tier 2 Interventions ◽  
Wide Range ◽  
Teachers And Students ◽  
Support Students

Identification and validation of effective Tier 2 interventions that address a wide range of student-level factors is critical to the sustainability of positive behavior interventions and supports (PBIS). Within the context of check-in check-out (CICO), function of behavior affects outcomes for many students, especially for those who engage in problem behavior to escape from tasks. Therefore, more research is needed to understand if and how we can support students with escape-maintained behavior. Breaks are Better (BrB) is a modified version of CICO that includes a system for taking breaks. The current research on BrB is limited but promising. The purpose of this study was to compare the effectiveness of CICO to BrB. Using a multitreatment design, we compared the effects of each intervention by measuring problem behavior and academic engagement across five elementary students who engaged in problem behavior to escape from tasks. Overall results were mixed and ranged from strong effects of BrB to no differential effects. However, despite the results, teachers and students consistently rated BrB as being a more preferable intervention. We conclude with limitations and implications for practice.

Implementing Schoolwide Positive Behavior Interventions and Supports in High Schools

2015 ◽  
Vol 47 (5) ◽  
pp. 245-255 ◽  
Author(s):  
Jessica Swain-Bradway ◽  
Christopher Pinkney ◽  
K. Brigid Flannery
Keyword(s):  
High Schools ◽  
Positive Behavior ◽  
Behavior Interventions ◽  
Positive Behavior Interventions

Introduction to the Special Issue of Behavioral Disorders: Positive Behavior Interventions and Supports

2018 ◽  
Vol 43 (3) ◽  
pp. 340-343 ◽  
Author(s):  
Heather Peshak George
Keyword(s):  
Behavioral Disorders ◽  
Cognitive Abilities ◽  
Well Being ◽  
Positive Behavior Supports ◽  
Positive Behavior ◽  
Behavior Interventions ◽  
Special Issue ◽  
Positive Behavior Interventions ◽  
Behavior Supports ◽  
The Continuum

This special issue of Behavioral Disorders features a collection of studies designed to improve the outcomes of children and youth with and at risk for emotional and behavioral disorders across multitiered continua of supports using positive behavior interventions and supports (PBIS). Studies published in this issue address a variety of educational contexts (school and district) across the continuum of support systems (universal, targeted, and overall systems). Five research studies are presented that illustrate current topics in positive behavior supports (PBS) that focus on improving students’ cognitive abilities, social skills, and emotional well-being across school and district levels.

The Effect of School-Wide Positive Behavior Interventions and Supports on Disciplinary Exclusions: A Conceptual Replication

2019 ◽  
Vol 46 (1) ◽  
pp. 42-53
Author(s):  
Nicholas A. Gage ◽  
Nicolette Grasley-Boy ◽  
Michael Lombardo ◽  
Lucas Anderson
Keyword(s):  
School Dropout ◽  
Positive Behavior ◽  
Future Research ◽  
Behavior Interventions ◽  
School Suspension ◽  
Justice Research ◽  
Positive Behavior Interventions ◽  
School Based ◽  
Increased Risk ◽  
Student Suspensions

Disciplinary exclusions, particularly out-of-school suspension and expulsions, are a pressing concern for schools, as research demonstrates that they are associated with myriad deleterious outcomes such as increased risk for poor academic achievement, school dropout, and contact with juvenile justice. Research suggests that School-Wide Positive Behavior Interventions and Supports (SWPBIS), a prevention and intervention framework for addressing school-based problem behavior, can have a significant and meaningful impact on reducing the likelihood of student suspensions and expulsions. In this study, we conceptually replicated a series of previous studies conducted in other states and examined the effect of universal SWPBIS on disciplinary exclusions in California. Using propensity score matching, we examine differences in suspension and expulsion rates for 98 schools implementing universal SWPBIS with fidelity and 98 comparison schools not implementing SWPBIS. Results suggest that schools implementing SWPBIS with fidelity have significantly fewer suspensions. No effects were found for expulsions. Implications and recommendations for future research are discussed.

Middle School Teachers’ Concerns for Implementing the Principles of SWPBIS

2019 ◽  
Vol 22 (2) ◽  
pp. 93-104
Author(s):  
Ashli Tyre ◽  
Laura Feuerborn ◽  
Kathleen Beaudoin ◽  
Jillian Bruce
Keyword(s):  
Middle School Teachers ◽  
Positive Behavior ◽  
Future Research ◽  
Tier 2 ◽  
Behavior Interventions ◽  
Review Of The Literature ◽  
School Teachers ◽  
Positive Behavior Interventions ◽  
Recommendations For Practice ◽  
Using Data

Following a review of the literature to identify core principles of schoolwide positive behavior interventions and supports (SWPBIS), this study employed coding methods to examine teacher concerns as expressed in their responses to an open-ended probe in five middle schools. Teachers in all schools expressed concerns for their colleagues’ support for implementation, Tier 2 and 3 supports, use of reinforcement and consequences, and student investment. Fewer teachers expressed concerns for prevention, structuring the environment to support positive behavior, using data to make decisions, teaching expectations, and the need to understand the function of behavior. Within and across schools, teachers expressed diverse views as they affirmed their support, expressed concerns for their colleagues’ non-support, and, in fewer cases, expressed misunderstandings or beliefs in opposition to the principles of SWPBIS. Overall, tensions seemed to stem not from opposition or resistance to SWPBIS but from poor application of the SWPBIS principles in their building—by the team, the administrators, and/or colleagues. Limitations, recommendations for practice, and future research are discussed.

Perceptions of School Climate Among Students Self-Identifying as Lesbian, Gay, or Bisexual

2019 ◽  
Vol 40 (2) ◽  
pp. 74-82 ◽  
Author(s):  
Tamika P. La Salle ◽  
Jesslynn Rocha Neves ◽  
Jennifer Freeman ◽  
George Sugai
Keyword(s):  
Decision Making ◽  
School Climate ◽  
Positive Behavior ◽  
Positive Outcomes ◽  
Behavior Interventions ◽  
Positive Behavior Interventions ◽  
Confirmatory Factor ◽  
The One ◽  
Lgb Students ◽  
Perceptions Of School

The purpose of the current study was to examine perceptions of school climate among youth identifying as lesbian, gay, or bisexual (LGB) using the Georgia Brief School Climate Inventory (GaBSCI). Confirmatory factor analysis was conducted to confirm the one-factor school climate construct of the GaBSCI, and measurement invariance was established among LGB students and their counterparts. Students identifying as LGB reported significantly lower perceptions of school climate. Establishing valid and reliable tools that can be integrated within the School Wide Positive Behavior Interventions and Supports (SWPBIS) framework to guide data-based decision making may enhance positive outcomes for students.

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