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The purpose of this study was to evaluate teachers[alpha] perspectives regarding the social validity of the Positive Behavior Support (PBS) model implemented at a middle school and a junior high school. Qualitative data were collected through teacher focus groups and categorized then analyzed in order to summarize teachers[alpha] opinions regarding PBS and its[alpha] effectiveness. Both qualitative and quantitative results revealed that teachers perceived evidence of social validity in the areas of social appropriateness and social importance of effects. Four factors were also identified as the most influential areas to influence the success of PBS implementation. These included (a) administrative support, (b) consistency and clear expectations, (c) school culture, and (d) social skills and lesson plans. Results regarding social importance and teachers[alpha] perceptions of overall effectiveness of PBS showed a lack of conclusive data. Overall outcomes suggest that PBS is perceived by teachers as satisfying two of the three conditions for social validity.
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.
Positive Behavior Intervention and Support (PBIS) is a school-wide initiative implemented in many schools across the United States as an approach for addressing discipline concerns and promoting a positive school climate. This study used a phenomenological design to examine the school climate perceptions of 13 staff member from three secondary schools from two school districts in the southeastern region of North Carolina that were implementing PBIS with fidelity. The transformative learning theory, which explains how knowledge may be obtained from lived experiences of individuals, guided the research study in examining three research questions: (a) How do select secondary school staff members describe the influence on school climate of implementing PBIS with fidelity? (b) What benefits, if any, do participants experience in the implementation of PBIS with fidelity? (c) What barriers, if any, do participants experience in the implementation of PBIS with fidelity? Data was collected from individual open-ended interviews, a focus group, and writing prompt responses. Data analysis revealed that all participant used positive terms to describe their school’s climate. Participants also experienced shared benefits and barriers to the implementation of PBIS in their school settings. The results of this study support the implementation of PBIS in secondary schools and addressed implementation barriers. The results could be used to guide the decision-making process of those responsible for the implementation of PBIS at the local school district level as well as at the individual school and classroom level.
Schoolwide Positive Behavior Intervention and Supports (SWPBIS) is a tiered program that provides three levels of behavior and social-emotional support for students. Tier one is for all students, tier two is for some students in need of targeted or some additional intervention, while tier three is for few students who need the most intensive support (Center on PBIS, 2023b; Lewis et al., 2017; Simonsen et al., 2008; Sugai & Horner, 2002). Schools have increasingly implemented Schoolwide Positive Behavior Intervention and Supports (SWPBIS), but research suggests that few high schools have implemented SWPBIS when compared with elementary and middle schools (Feuerborn et al., 2015; Flannery et al., 2013). High schools have varying contextual factors that differ from elementary and middle schools, presenting distinctive challenges with the implementation process and fidelity of SWPBIS. This qualitative phenomenological study explores secondary teachers’ perceptions of the school-wide and class-wide implementation process of SWPBIS at the high school level and its impact on students with disabilities and other health impairments. Additionally, this study examines secondary teachers’ perceptions of effective discipline strategies and their perception regarding out-of-school suspensions. Findings suggest that inequitable practices of the SWPBIS may likely stem from personal beliefs and philosophy of SWPBIS, teacher autonomy in the classroom, lack of time and inconsistent implementation, and buy-in.
Looking for Behavior Support? Although behaviors in the school system have changed a great deal in the past few decades, our strategies for supporting those behaviors have not. When we move beyond punitive practices for dealing with misbehavior, we find strategies that work. The information in this book is not a program, nor is it a one-size-fits-all set of strategies. It is a framework based on brain research for helping educators analyze their behavioral philosophy and practices. Positive Behavior Principles outlines nine core principles that can be used to design prevention, intervention and crisis strategies for supporting student behaviors in schools. This information complements both PBIS, as well as behavioral RTI efforts.
The purpose of the current study is to examine the relationship between staff perceptions of behavior and discipline and the implementation of positive behavior interventions and support (PBIS). Despite studies that have found PBIS to be effective, research is needed to understand teachers' perceptions of behavior and discipline in order to identify the needs and concerns of school staff. Identifying such needs and concerns may lead to improved implementation of PBIS. For this study, 292 teachers and other certified staff from a public school district were asked to complete a survey that addresses the perceptions, beliefs, and needs of school staff in regard to behavior, discipline, and the implementation of PBIS. The integrity of implementation was also measured in order to examine the relationship between implementation and staff perceptions. No strong relationship was found between implementation integrity and staff perceptions. There were no significant differences in perceptions between novice and experienced teachers. For school level, significant differences were found between elementary and secondary school staff. Implications of the findings for research and practiced are discussed.
A revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services nationwide. The Handbook of Positive Behavior Support gathers into one concise volume the many elements of this burgeoning field and organizes them into a powerful, dynamic knowledge base – theory, research, and applications. Within its chapters, leading experts, including the primary developers and researchers of PBS: (1) Review the origins, history, and ethical foundations of positive behavior support. (2) Report on applications of PBS in early childhood and family contexts, from Head Start to foster care to mental health settings to autism treatment programs. (3) Examine school-based PBS used to benefit all students regardless of ability or conduct. (4) Relate schoolwide PBS to wraparound mental health services and the RTI (response to intervention) movement. (5) Provide data and discussion on a variety of topics salient to PBS, including parenting issues, personnel training, high school use, poorly functioning schools, and more. This volume is an essential resource for school-based practitioners as well as clinicians and researchers in clinical child, school, and educational psychology.
This unique book provides teachers and other service providers the knowledge and skills for Positive Behavior Supports in school settings, thereby improving the academic and social skills of their students. It is written in an informational format that teachers and other service providers can immediately put to use. The text is generic across K-12 grade levels and focuses on Positive Behavior Supports in school settings. Each chapter begins with Key Point Questions, followed by two Window to the World Case Studies, information on the Key Point Questions, Discussion Questions, and Suggestions for Classroom and School Activities. Additionally, an overview of Positive Behavior Supports is provided, which includes Measuring Behavior, Functional Assessment and Analysis, Reinforcement, Punishment, Classroom Structure, Preventative Procedures and Interventions, Cooperative Learning and Peer Tutoring, and Family and Agency Involvement. The Self-Management Strategies, Social Skills Instruction, and School-Wide Positive Behavior Supports are vital areas of knowledge. This “How To” book is written for teachers and other direct service providers in a non-technical manner with specific real-world examples.
Effective Education for All deals with cultural-linguistic diversity and how to work in classrooms with culturally and linguistically diverse (CLD) students. This book is both practical and helpful for educators and their schools in offering Positive Behavior Support (PBS), illustrating key steps in understanding the problem and research on cultural-linguistic diversity.