Journal articles: 'School Implementation of Behavior Supports'

1

Chitiyo, Jonathan. "IMPLEMENTATION OF BASIC SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTION SUPPORTS BY SCHOOL PERSONNEL." Men Disability Society 4, no. 34 (December 31, 2016): 5–14. http://dx.doi.org/10.5604/17345537.1233863.

Full text

Abstract:

School-Wide Positive Behavior Support (SWPBS) is increasingly becoming a popular approach to managing problem behavior in schools. Despite its widespread implementation, little research has been done focusing on the implementation process. The purpose of the current study was to explore the implementation of SWPBIS in school systems. Specifically, the researcher wanted to examine the extent to which school personnel used different SWPBIS classroom- based practices. Results indicated that the most frequently used practices were teaching students behavior expectations and rewarding students who met the behavioral expectations. The least used practices were collecting data for decision making, graphing data, and conducting functional behavioral assessments. Recommendations and implications are provided.

APA, Harvard, Vancouver, ISO, and other styles

2

McIntosh, Kent, Sterett H. Mercer, Rhonda N. T. Nese, M. Kathleen Strickland-Cohen, Angus Kittelman, Robert Hoselton, and Robert H. Horner. "Factors Predicting Sustained Implementation of a Universal Behavior Support Framework." Educational Researcher 47, no. 5 (May 16, 2018): 307–16. http://dx.doi.org/10.3102/0013189x18776975.

Full text

Abstract:

In this 3-year prospective study, we tested the extent to which school-, practice-, and district-level variables predicted sustained implementation for schools in various stages of implementation of school-wide positive behavioral interventions and supports (SWPBIS) Tier 1 (universal) systems. Staff from 860 schools in 14 U.S. states completed a research-validated measure of factors associated with sustained implementation of school interventions during Year 1 of this study. Analyses included multigroup structural equation modeling of school and district implementation fidelity data. Results indicated that adequate implementation fidelity and better Team Use of Data for decision making in Study Year 1 were the strongest predictors of sustained implementation in Year 3. In addition, the number of other schools in the district adopting SWPBIS was a similarly strong predictor. A critical mass of schools implementing was also predictive, especially for schools earlier in implementation. School characteristics were not predictive, except for grade levels served, which was an inconsistent predictor by stage.

APA, Harvard, Vancouver, ISO, and other styles

3

Martens, Katie, and Kelsey Andreen. "School Counselors’ Involvement with a School-Wide Positive Behavior Support Intervention: Addressing Student Behavior Issues in a Proactive and Positive Manner." Professional School Counseling 16, no. 5 (January 2013): 2156759X1201600. http://dx.doi.org/10.1177/2156759x1201600504.

Full text

Abstract:

For schools using School-Wide Positive Behavior Supports, the school counselor is an essential member of the implementation team. Moreover, the prevention model corresponds with the school counselor standards and the ASCA National Model. This article shows how a school counselor teams with school staff in a K-3 elementary school of 600 pupils to implement and manage a School-Wide Positive Behavior Support targeted intervention called Check-in/Check-out (CICO). The authors review current research relevant to CICO and provide sample student data, daily behavior report cards, referral forms, and home reports. The article gives suggestions on using CICO to support students with mental health concerns including using data to collaborate with other community professionals.

APA, Harvard, Vancouver, ISO, and other styles

4

George, Heather Peshak, Karen Elfner Cox, Devon Minch, and Therese Sandomierski. "District Practices Associated With Successful SWPBIS Implementation." Behavioral Disorders 43, no. 3 (January 22, 2018): 393–406. http://dx.doi.org/10.1177/0198742917753612.

Full text

Abstract:

Schoolwide positive behavior interventions and supports (SWPBIS) is a widely implemented model for systematically supporting the social and behavioral development of students with and without disabilities, including those with and at risk for emotional and behavioral disorders. Identifying district factors associated with SWPBIS implementation fidelity and improved student outcomes can assist district personnel with appropriate allocation of resources, including professional development and school-based implementation support. Due to the limited empirical support for district-level factors that influence school practices and student outcomes, this exploratory study was conducted with the goal of identifying characteristics associated with school districts that have a high proportion of schools implementing SWPBIS with fidelity and sustained positive student discipline outcomes. Six high-implementing districts were identified, and semi-structured interviews with district staff were then conducted to identify common features staff attributed to their district’s positive outcomes. Analysis of those interviews revealed eight themes including District Coordinator, Coaches, District Teaming, Internal Implementation Drivers, Leadership Buy-In and Support, District Data Infrastructure, Direct Support to Schools, and Communication. Limitations and implications are discussed.

APA, Harvard, Vancouver, ISO, and other styles

5

Nelen, Monique J. M., Anita Blonk, Ron H. J. Scholte, and Eddie Denessen. "School-Wide Positive Behavior Interventions and Supports: Fidelity of Tier 1 Implementation in 117 Dutch Schools." Journal of Positive Behavior Interventions 22, no. 3 (October 29, 2019): 156–66. http://dx.doi.org/10.1177/1098300719879621.

Full text

Abstract:

School-wide positive behavior interventions and supports (SWPBIS) is a school-wide approach to create a safe and positive school climate. SWPBIS is a framework in which core features and procedures need to be adjusted to its specific school context, referred to as contextual fit. Implementing with fidelity is related to positive outcomes such as a decrease of behavioral problems. Therefore, when adapting SWPBIS to the context, fidelity of implementation needs to be assured. At the introduction of SWPBIS in the Netherlands in 2009, several procedures were adapted to the Dutch educational context, and different modalities of supporting schools in implementing SWPBIS emerged. In this study, the Tiered Fidelity Inventory (TFI) and School-Wide Evaluation Tool (SET) were used to assess fidelity of Tier 1 implementation in 117 Dutch schools. The average period of SWPBIS implementation was 2 years 5 months. Results showed that all core features and procedures were present. Mean total scores were 60% for the TFI and 70% for the SET. Most participating schools appeared to have leadership teams, expectations were taught, and acknowledgment provided. Teams had been trained, and discipline data collected. Compared with other features, annual evaluation, data-based decision making, and stakeholder involvement were less well implemented.

APA, Harvard, Vancouver, ISO, and other styles

6

Taylor-Greene, Susan J., and Douglas T. Kartub. "Durable Implementation of School-Wide Behavior Support." Journal of Positive Behavior Interventions 2, no. 4 (October 2000): 233–35. http://dx.doi.org/10.1177/109830070000200408.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Cohen, Rachel, Don Kincaid, and Karen Elfner Childs. "Measuring School-wide Positive Behavior Support Implementation." Journal of Positive Behavior Interventions 9, no. 4 (October 2007): 203–13. http://dx.doi.org/10.1177/10983007070090040301.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Van Camp, Alyssa M., Joseph H. Wehby, Bailey A. Copeland, and Allison L. Bruhn. "Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions." Journal of Positive Behavior Interventions 23, no. 1 (May 8, 2020): 53–64. http://dx.doi.org/10.1177/1098300720916716.

Full text

Abstract:

School-Wide Positive Behavior Interventions and Supports (SWPBIS) relies on effective implementation of Tier 1 practices to ensure accurate identification of students in need of more intensive supports at Tier 2 or Tier 3. While measures of school-level fidelity are widely used, measures of classroom-level implementation of Tier 1 supports are less common. If classroom levels of Tier 1 supports are variable, schools may identify students for Tier 2 supports when, instead, teachers need support implementing Tier 1 in classrooms. The purpose of this case study was to assess the impact of a self-monitoring intervention, Monitoring Behavior on the Go (MoBeGo), on the academic engagement and disruptive behavior of a middle school student. Initially, the impact of the self-monitoring intervention was inadequate. In the context of evaluating the impact of a Tier 2 intervention, we identified an opportunity to assess whether a class-wide Tier 1 program, Class-Wide Function-Related Intervention Teams (CW-FIT), enhanced the effectiveness of the Tier 2 intervention. Using an A-B-BC-B-BC design, we compared the effectiveness of a Tier 2 intervention alone with a combined Tier 1 + Tier 2 intervention. When the class-wide Tier 1 program was layered on top of the Tier 2 intervention, the student’s academic engagement showed an increase in level and stability.

APA, Harvard, Vancouver, ISO, and other styles

9

Kim, Jerin, Kent McIntosh, Sterett H. Mercer, and Rhonda N. T. Nese. "Longitudinal Associations Between SWPBIS Fidelity of Implementation and Behavior and Academic Outcomes." Behavioral Disorders 43, no. 3 (February 7, 2018): 357–69. http://dx.doi.org/10.1177/0198742917747589.

Full text

Abstract:

The purpose of this study was to examine associations between implementation fidelity of school-wide positive behavioral interventions and supports (SWPBIS) and student outcomes over time. The sample included 477 K–12 schools across 10 states implementing SWPBIS for varying numbers of years and at varying levels of fidelity (but with 78% of schools at or above established fidelity criteria). Results indicate that, in general, schools showed a decline in office discipline referrals (ODRs) and out-of-school suspensions (OSSs) over 3 years. SWPBIS fidelity of implementation was positively associated with initial levels of ODRs and OSSs, and the relations between fidelity and OSSs varied based on years of SWPBIS implementation. Levels of fidelity did not predict change in ODRs or OSSs. Despite no statistically significant associations between fidelity and student academic outcomes, schools that had implemented SWPBIS for 3 years or more had higher achievement in mathematics after controlling for prior achievement.

APA, Harvard, Vancouver, ISO, and other styles

10

Mitchell, Barbara S., Heather Hatton, and Timothy J. Lewis. "An Examination of the Evidence-Base of School-Wide Positive Behavior Interventions and Supports Through Two Quality Appraisal Processes." Journal of Positive Behavior Interventions 20, no. 4 (June 1, 2018): 239–50. http://dx.doi.org/10.1177/1098300718768217.

Full text

Abstract:

Thousands of schools across the United States, and worldwide, implement School-Wide Positive Behavioral Interventions and Supports (SWPBIS). SWPBIS provides a framework whereby teams of educators engage in data-based decision making to select, implement, and monitor a continuum of behavioral supports and build sustainable systems to promote implementation fidelity among school staff. To date, a large body of research supports both the essential practices included in a SWPBIS framework as well as the larger systemic approach. Recently public policy and professional organization guidelines have outlined clear appraisal processes to review the extant literature in an effort to designate interventions as “evidence-based.” This review applied both the What Works Clearinghouse (WWC) and the Council for Exceptional Children (CEC) standards to evaluate existing group experimental design studies of SWPBIS. Results identified five unique, group design studies conducted by four separate research teams. Four of the studies met the WWC design standards “without reservations” and findings from three of those studies were characterized as positive. Outcomes from the reviewed studies indicated that when provided with training in components of SWPBIS, school teams met minimal implementation standards. In addition, schools that met implementation criteria also saw positive changes in school climate, staff perceptions, and/or student behaviors. However, application of the CEC standards resulted with a rating of “insufficient evidence” because none of the five studies met all CEC quality indicators. These studies lacked report of implementation fidelity for the SWPBIS training provided, which was the independent variable. Implications for practice and future research are discussed.

APA, Harvard, Vancouver, ISO, and other styles

11

Garbacz, S. Andrew. "Enhancing Family Engagement in Schoolwide Positive Behavioral Interventions and Supports." Intervention in School and Clinic 54, no. 4 (July 4, 2018): 195–203. http://dx.doi.org/10.1177/1053451218782428.

Full text

Abstract:

Schoolwide positive behavioral interventions and supports (PBIS) is a systems-level approach to promote appropriate behavior, increase academic achievement, and improve school climate. The PBIS infrastructure engages families as partners in school systems and extends evidence-based positive behavior support to the home. The article discusses a pilot investigation and describes objectives, associated activities, and implementation guidance to engage families as partners in PBIS.

APA, Harvard, Vancouver, ISO, and other styles

12

Gagnon, Joseph Calvin, Brian R. Barber, and Ilker Soyturk. "Positive Behavior Interventions and Supports Implementation in Secure Care Juvenile Justice Schools: Results of a National Survey of School Administrators." Behavioral Disorders 44, no. 1 (April 2, 2018): 3–19. http://dx.doi.org/10.1177/0198742918763946.

Full text

Abstract:

Despite the prevalence of Positive Behavioral Interventions and Supports (PBIS) for addressing student behavior in public schools, little information exists on the extent and consistency of implementation efforts in secure juvenile justice (JJ) schools. Reports of fidelity to core PBIS processes and components are needed to determine the ubiquity of comprehensive efforts and link implementation to outcomes. All 301 JJ schools in the United States were sent a survey and we report on responses from 143 (47.5%) principals. The survey focused on (a) use of multitiered systems of behavior supports; (b) organizational leadership and training; (c) expectations and consequences; (d) behavior response, monitoring, and oversight; and (e) crisis prevention and management. Approximately 84% of respondents identified alignment with a multitiered framework for behavioral supports. However, fewer supports were available to youth with more serious behavioral needs (i.e., at Tiers 2 and 3). Additional results, implications, and recommendations are provided.

APA, Harvard, Vancouver, ISO, and other styles

13

Safran, Stephen P., and Karen Oswald. "Positive Behavior Supports: Can Schools Reshape Disciplinary Practices?" Exceptional Children 69, no. 3 (April 2003): 361–73. http://dx.doi.org/10.1177/001440290306900307.

Full text

Abstract:

This literature review examines the use of school-based positive behavior support (PBS), an alternative to traditional disciplinary practices that includes databased decision making and team collaboration. First, the role of archival data in planning intervention priorities is examined. Next, efficacy research focusing on the three types of PBS is evaluated: schoolwide (universal), specific setting, and individual student levels. Overall, findings were positive across all types of PBS, validating implementation of these research-based practices. This review concludes with a discussion of directions for future research and implications for practice.

APA, Harvard, Vancouver, ISO, and other styles

14

Ross, Scott W., Natalie Romer, and Robert H. Horner. "Teacher Well-Being and the Implementation of School-Wide Positive Behavior Interventions and Supports." Journal of Positive Behavior Interventions 14, no. 2 (July 12, 2011): 118–28. http://dx.doi.org/10.1177/1098300711413820.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Djabrayan Hannigan, Jessica, and John Hannigan. "Best Practice PBIS Implementation." Journal of School Administration Research and Development 5, no. 1 (March 20, 2020): 36–43. http://dx.doi.org/10.32674/jsard.v5i1.2111.

Full text

Abstract:

This study presents empirical data on the best practice implementation of the Positive BehaviorInterventions and Supports (PBIS) Champion Modeling schools at each of the three tiers of implementation. The purpose of this study was to identify PBIS best practices evidence indicators for each of the tiers. The design included a review of evidence indicators from a cohort of schools (N = 117) that participated in a three-year PBIS Champion Model workshop series during the 2016-2019 school years and met model criteria for implementation based on the PBIS ChampionModel Framework. Evidence indicators were collected and analyzed from schools that met the requirements of each implementation level. While some met the requirements of all three levels, others met those of two, one, or none. Of the 117 schools in the cohort, 113schools met the Tier 1 level (Bronze) requirement, 94met the Tier 2 level (Silver) requirement, and 86 met the Tier 3 level (Gold) requirement. The findings indicate a variety of evidence indicators in each tier of the PBIS Champion Model Framework (i.e., processes, protocols, training, communication structures) that aligns with Deming’s Plan, Do, Study, Act (PDSA)cycle for quality implementation. This study presents a practical resource that can guide successful systemic implementation of PBIS in each tier and can support student academic learning and behavior in those schools.

APA, Harvard, Vancouver, ISO, and other styles

16

Goldin, Jamie T., and Sara C. McDaniel. "Reducing Discipline and Safety Issues: A District-Wide Bus-PBIS Initiative." Beyond Behavior 27, no. 2 (April 6, 2018): 99–107. http://dx.doi.org/10.1177/1074295618768447.

Full text

Abstract:

Positive behavioral interventions and supports (PBIS) is a means to proactively address student behavior in all school settings. Misbehavior on the school bus can lead to issues with safety, carry over to school and home, and hinder at-risk students’ academic success. Students’ behavior can be supported on the bus through the implementation of a bus-PBIS framework. School districts can implement PBIS on the bus through establishing leadership, creating a bus-PBIS framework, training, implementation, and monitoring/regeneration.

APA, Harvard, Vancouver, ISO, and other styles

17

Gage, Nicholas A., Denise K. Whitford, and Antonis Katsiyannis. "A Review of Schoolwide Positive Behavior Interventions and Supports as a Framework for Reducing Disciplinary Exclusions." Journal of Special Education 52, no. 3 (May 7, 2018): 142–51. http://dx.doi.org/10.1177/0022466918767847.

Full text

Abstract:

Schoolwide positive behavior interventions and supports (SWPBIS) is currently implemented in more than 23,000 schools nationally and internationally. Several reviews have examined the SWPBIS evidence base, including a meta-analysis of single-case design research. However, to date, there has not been a review of group-based experimental research (e.g., randomized controlled trials [RCTs]) on the school-level effects of SWPBIS implementation to reduce disciplinary exclusion, including office discipline referrals and suspensions. Therefore, we conducted a systematic review and meta-analysis following What Works Clearinghouse procedures to investigate that relationship. We identified four group experimental studies that included disciplinary exclusion as an outcome variable; two RCTs and two quasi-experimental designs. Overall, 90 schools, including both elementary and high schools, were evaluated. A statistically significant large treatment effect ( g = −.86) was found for school suspension, but no treatment effect was found for office discipline referrals. Implications for future research are discussed.

APA, Harvard, Vancouver, ISO, and other styles

18

McDaniel, Sara C., and Bradley S. Bloomfield. "School-Wide Positive Behavior Support Telecoaching in a Rural District." Journal of Educational Technology Systems 48, no. 3 (November 9, 2019): 335–55. http://dx.doi.org/10.1177/0047239519886283.

Full text

Abstract:

Rural school districts are unique educational settings requiring efficient use of resources. Barriers to high-quality educational practices in rural settings include the distance from professional development expertise and limited funding. To address these potential obstacles for implementing School-Wide Positive Behavioral Interventions and Supports, we utilized telecoaching for providing monthly technical assistance. Results of this case study indicate that telecoaching in a rural school district across 1 academic year may be an effective alternative for in-person coaching. Descriptive statistics including implementation fidelity, discipline and attendance outcomes, and telecoaching treatment integrity are presented. Implications for practice and future directions are discussed.

APA, Harvard, Vancouver, ISO, and other styles

19

Tyre, Ashli, Laura Feuerborn, Kathleen Beaudoin, and Jillian Bruce. "Middle School Teachers’ Concerns for Implementing the Principles of SWPBIS." Journal of Positive Behavior Interventions 22, no. 2 (August 14, 2019): 93–104. http://dx.doi.org/10.1177/1098300719867858.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

20

Judkins, Maryann, Kris Bosworth, and Rafael Garcia. "Leadership Team Components Leading to Implementation Success: An Exploratory Study." Journal of School Leadership 29, no. 5 (June 28, 2019): 409–26. http://dx.doi.org/10.1177/1052684619858835.

Full text

Abstract:

Facilitating change in schools requires the leadership, time, and skills of a number of educators in the school community. While the principal usually initiates change activities such as implementing a new program or initiative or reform, the planning and the daily monitoring of the implementation becomes the purview of teams of school personnel. By sharing or distributing the leadership responsibilities, engagement and commitment to the intended change increases as does the likelihood of success. Although much has been written about the importance of teams to program implementation and school outcomes, less is known about the specific contribution of a team’s organization, leadership capacity, or processes. This exploratory study examines these components of leadership teams at 19 high schools implementing School-wide Positive Behavior Interventions and Supports (SW-PBIS). We found that team functioning was significantly associated with program implementation of SW-PBIS. Additionally, we found that the process component was significantly associated with implementation fidelity, organization had a weak association, and leadership capacity had no association. Implications for practice and future research are discussed.

APA, Harvard, Vancouver, ISO, and other styles

21

Scherer, C. Angelique, and W. Kyle Ingle. "PBIS Implementation Fidelity and Student Outcomes in an Urban School District." Voices of Reform 3, no. 2 (December 29, 2020): 96–117. http://dx.doi.org/10.32623/3.10007.

Full text

Abstract:

The purpose of our study was to examine Positive Behavior Interventions and Supports (PBIS) implementation fidelity and student outcomes for secondary schools in a large, urban school district placed under a corrective action plan due to disproportionate suspension practices for students of color. Drawing upon data over a four-year period on PBIS implementation fidelity, discipline referrals, suspensions, and standardized test scores, we employed repeated measures analysis of variance (ANOVA) and revealed improved outcomes in the first year, but improvements did not continue over time. Additionally, academic outcomes did not show any significant increases. The study concludes with implications for policy, practice, and future research.

APA, Harvard, Vancouver, ISO, and other styles

22

Turnbull, Ann, Hank Edmonson, Peter Griggs, Donna Wickham, Wayne Sailor, Rachel Freeman, Doug Guess, et al. "A Blueprint for Schoolwide Positive Behavior Support: Implementation of Three Components." Exceptional Children 68, no. 3 (April 2002): 377–402. http://dx.doi.org/10.1177/001440290206800306.

Full text

Abstract:

This article provides a case study (focus on an eighth-grader with autism) within a case study (focus on an urban middle school) in terms of the implementation of positive behavior support (PBS). Information is provided on the characteristics of three key components of schoolwide PBS-universal support, group support, and individual support. For each component, information is presented on policy, assessment, and intervention in terms of an evolving approach to schoolwide PBS with descriptions of how the components were implemented at the middle school with a particular emphasis on the eighth-grade student. The authors conclude with implications for practice in terms of assessing current resources, providing professional development, and intensifying universal support within urban schools to address some of the complex issues associated with poverty.

APA, Harvard, Vancouver, ISO, and other styles

23

Flannery, K. B., P. Fenning, M. McGrath Kato, and K. McIntosh. "Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools." School Psychology Quarterly 29, no. 2 (June 2014): 111–24. http://dx.doi.org/10.1037/spq0000039.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Chaparro, Erin A., Keith Smolkowski, and Kathleen Ryan Jackson. "Scaling Up and Integrating Effective Behavioral and Instructional Support Systems (EBISS): A Study of One State’s Professional Development Efforts." Learning Disability Quarterly 43, no. 1 (June 10, 2019): 4–17. http://dx.doi.org/10.1177/0731948719851752.

Full text

Abstract:

Oregon’s Effective Behavioral and Instructional Support Systems (EBISS) initiative was implemented in 25 school districts. The initiative trained and coached district leaders and teachers in the use of the EBISS model through the lens of implementation science. The EBISS model integrates school-wide positive behavior intervention and supports (SWPBIS) and the school-wide reading model (SWRM) to improve schools for all students and to reduce the number of students at risk of learning difficulties. Proximal outcomes included gains in the number of building-level SWPBIS and SWRM implementation teams and the activities of those teams. Distal outcomes included statistically significant gains in oral reading fluency (ORF) in first and third grades and marginally significant decreases in the percentage of students in the intensive category for reading in second and fourth grades. These findings suggest that to optimize improvements in teacher and student outcomes, a rigorous system of professional development and coaching appears necessary.

APA, Harvard, Vancouver, ISO, and other styles

25

Houchens, Gary W., Jie Zhang, Kelly Davis, Chunling Niu, Kyong Hee Chon, and Stephen Miller. "The Impact of Positive Behavior Interventions and Supports on Teachers’ Perceptions of Teaching Conditions and Student Achievement." Journal of Positive Behavior Interventions 19, no. 3 (March 30, 2017): 168–79. http://dx.doi.org/10.1177/1098300717696938.

Full text

Abstract:

Previous research suggests that Positive Behavioral Interventions and Supports (PBIS) can reduce student disciplinary office referrals and out-of-school suspensions, especially when implemented with fidelity. Existing research is mixed as to whether PBIS also contributes to improvements in student achievement, but at least one study has found that PBIS leads to improvements in teachers’ perceptions of overall organizational health, an effect that may help facilitate improvements in student learning. This study uses the TELL (Teaching, Empowering, Leading, and Learning) Kentucky survey to analyze teacher perceptions of their working conditions between PBIS and non-PBIS schools, and among schools varying in level of PBIS implementation fidelity. Furthermore, because the TELL Kentucky survey has been shown to predict increases in student achievement, this study examined the relationship between PBIS implementation and student test score outcomes. Teachers in PBIS schools reported higher levels of student and faculty understanding of behavioral expectations and a stronger atmosphere of professional trust and respect. Although there were no significant differences in student achievement levels between PBIS and non-PBIS schools, analysis did reveal that student academic outcomes were significantly higher at high- and medium-fidelity PBIS schools than low-fidelity PBIS schools. Significance, limitations, and implications for practice are discussed.

APA, Harvard, Vancouver, ISO, and other styles

26

Childs, Karen Elfner, Don Kincaid, Heather Peshak George, and Nicholas A. Gage. "The Relationship Between School-Wide Implementation of Positive Behavior Intervention and Supports and Student Discipline Outcomes." Journal of Positive Behavior Interventions 18, no. 2 (June 17, 2015): 89–99. http://dx.doi.org/10.1177/1098300715590398.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Long, Anna C. J., Lisa M. Hagermoser Sanetti, Catherine R. Lark, and Jennifer J. G. Connolly. "Examining Behavioral Consultation Plus Computer-Based Implementation Planning on Teachers’ Intervention Implementation in an Alternative School." Remedial and Special Education 39, no. 2 (March 2018): 106–17. http://dx.doi.org/10.1177/0741932517748422.

Full text

Abstract:

Students who demonstrate the most challenging behaviors are at risk of school failure and are often placed in alternative schools, in which a primary goal is remediating behavioral and academic concerns to facilitate students’ return to their community school. Consistently implemented evidence-based classroom management is necessary toward this goal; yet, many teachers report not having the necessary knowledge or skills to effectively manage behavior in their classroom. Implementation Planning (IP) is a proactive and efficient implementation support that has evidence of being effective when delivered by a consultant during behavioral consultation. The primary aim of this multiple baseline design study was to extend the findings on consultant-mediated IP by evaluating the effect of a self-guided, computer-based version of IP on teacher treatment integrity of classroom management plans. Unlike previous studies of consultant-mediated IP, results from this study indicated a minimal effect across dimensions of teachers’ implementation, and thus also on student disruptions.

APA, Harvard, Vancouver, ISO, and other styles

28

Freeman, Jennifer, Brandi Simonsen, D. Betsy McCoach, George Sugai, Allison Lombardi, and Rob Horner. "An Analysis of the Relationship Between Implementation of School-wide Positive Behavior Interventions and Supports and High School Dropout Rates,." High School Journal 98, no. 4 (2015): 290–315. http://dx.doi.org/10.1353/hsj.2015.0009.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Bettencourt, Amie F., Deborah Gross, and Susan Breitenstein. "Evaluating Implementation Fidelity of a School-Based Parenting Program for Low-Income Families." Journal of School Nursing 35, no. 5 (July 11, 2018): 325–36. http://dx.doi.org/10.1177/1059840518786995.

Full text

Abstract:

Young children first develop the social–behavioral skills needed to succeed in school from parents. However, most school-based interventions designed to bolster children’s social–behavioral skills have focused on strengthening teachers’ skills. This study examined the extent to which a 12-session group-based program for strengthening parenting skills, the Chicago Parent Program (CPP), could be implemented with fidelity in 12 urban schools serving a large population of young children (>95% African American or Latino) living in poverty. Parents of 380 prekindergarten students enrolled in the CPP. Data were collected on child behavior problems; parent satisfaction, attendance, and weekly practice completion; and implementation adherence and competence. Results indicated that CPP group leaders were highly adherent and competent; parents rated groups highly and attended an average of 8 sessions indicating CPP was implemented with high fidelity. Barriers and supports to implementation are reviewed, and implications for long-term sustainability of school-based interventions like CPP are discussed.

APA, Harvard, Vancouver, ISO, and other styles

30

Massar, Michelle M., Kent McIntosh, and Sterett H. Mercer. "Factor Validation of a Fidelity of Implementation Measure for Social Behavior Systems." Remedial and Special Education 40, no. 1 (October 28, 2017): 16–24. http://dx.doi.org/10.1177/0741932517736515.

Full text

Abstract:

Assessing fidelity of implementation of school-based interventions is a critical factor in successful implementation and sustainability. The Tiered Fidelity Inventory (TFI) was developed as a comprehensive measure of all three tiers of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) and is intended to measure the extent to which the core features of SWPBIS are implemented with fidelity. The purpose of this study was to assess the extent to which the TFI can be used as one measure of all three tiers, three separate measures of individual tiers, or as a more granular level of fidelity that measures implementation on 10 subscales across the tiers. A confirmatory factor analysis was conducted to validate the factor structure of the TFI. Results indicate that the TFI is a valid measure of fidelity of implementation of SWPBIS and can be used to measure implementation by subscales, tiers, and as a comprehensive assessment of all three tiers.

APA, Harvard, Vancouver, ISO, and other styles

31

Collier-Meek, Melissa A., Austin H. Johnson, and Anne F. Farrell. "Development and Initial Evaluation of the Measure of Active Supervision and Interaction." Assessment for Effective Intervention 43, no. 4 (November 22, 2017): 212–26. http://dx.doi.org/10.1177/1534508417737516.

Full text

Abstract:

Implementation of research-based, Tier 1 behavior management strategies can be monitored to provide data-driven feedback and in support of integrity. The Measure of Active Supervision and Interaction (MASI) was developed to measure four behavior management practices (i.e., Praise, Correction, References to Behavior Expectations, Active Supervision) using systematic direct observation. This study was designed to address research questions related to reliability and validity by applying the MASI to evaluate staff behavior in seven out-of-school time programs. Findings indicate that two raters can complete the MASI with high agreement. Ratings are attributable largely to desirable sources of variance, and content validators positively rate the measure. Results are nonsignificantly correlated with established implementation measures for Positive Behavior Interventions and Supports.

APA, Harvard, Vancouver, ISO, and other styles

32

Pierce, Corey D., and Tracy Gershwin Mueller. "Easy as A-B-C: Data-Based Guidelines for Implementing a Multitiered System of Supports Into Rural Schools." Rural Special Education Quarterly 37, no. 3 (May 22, 2018): 183–91. http://dx.doi.org/10.1177/8756870518777850.

Full text

Abstract:

The challenges of working within rural schools can impact successful implementation of a multitiered system of supports (MTSS). Although special education and general education teachers’ responsibilities within a MTSS framework have been addressed through a myriad of school districts across the nation, rural districts face unique challenges that can impact successful MTSS implementation. Some of these rural challenges include, but are not limited to, teacher preparation and training, recruitment and retention, limited flexibility of teacher time, and inadequate access to material and space resources. This article addresses critical issues related to successful rural implementation of a MTSS, including the presentation of three data-based strategies rural districts can employ, referred to as the rural A-B-C’s: (a) approach academic and behavior instruction simultaneously, (b) be creative with data opportunities, and (c) collaborate with purpose. Case study application and tables are provided for ease of implementation.

APA, Harvard, Vancouver, ISO, and other styles

33

Emerling, Christopher R., Sarah Wilkinson, and Daniel M. Maggin. "Educator Knowledge and Implementation of Assistive Technology to Support Challenging Behaviors: An Exploratory Inquiry." Journal of Special Education Technology 36, no. 3 (August 10, 2021): 162–74. http://dx.doi.org/10.1177/01626434211034803.

Full text

Abstract:

Emerging trends and advancements in technology allow educators to develop dynamic learning environments to support their students’ academic and behavioral needs. The study documented the lived experience of special educators using assistive technology (AT) to support behavioral challenges in students with disabilities and the environmental factors that support educator’s use of AT. Fifteen educators who worked in K–12 schools participated in semi-structured interviews and completed a researcher-developed Assistive Technology Treatment Integrity Checklist (ATTIC). This exploratory study indicated that participants had limited experiences using AT to target challenging behaviors. However, participants used technology to support evidence-based interventions or customized instructional technologies to manage students’ needs. Our findings also indicated that school structures impacted AT-related attitudes and eventual use. The findings from this study add to the literature on technology supports for students with challenging behaviors. Implications for practice and future research are also discussed.

APA, Harvard, Vancouver, ISO, and other styles

34

Hirsch, Shanna E., Courtney P. Brown, Emma A. Halley, John Beach, Ashley S. MacSuga-Gage, Sarah E. Spence, and Michael Kennedy. "Ten Tips to Consider When Creating and Screening PBIS Films." Beyond Behavior 28, no. 2 (May 7, 2019): 79–89. http://dx.doi.org/10.1177/1074295619845830.

Full text

Abstract:

School personnel can benefit from creating and sharing their own positive behavioral interventions and supports (PBIS) videos. PBIS videos can (a) introduce a new initiative to faculty and students, (b) teach specific school or class expectations, (c) reinforce appropriate student and staff behavior, and (d) celebrate PBIS implementation successes. This discussion article lists and describes strategies that can be used to create and screen PBIS videos. Examples of school personnel using PBIS videos are included.

APA, Harvard, Vancouver, ISO, and other styles

35

Volpe, Robert J., Gregory I. Young, Maureen G. Piana, and Anne F. Zaslofsky. "Integrating Classwide Early Literacy Intervention and Behavioral Supports." Journal of Positive Behavior Interventions 14, no. 1 (April 20, 2011): 56–64. http://dx.doi.org/10.1177/1098300711402591.

Full text

Abstract:

Kindergarten Peer Assisted Learning Strategies and directly teaching and reinforcing behavioral expectations are empirically supported interventions for building early literacy skills and increasing on-task behavior, respectively. Previous research has not investigated the application of both academic and behavior interventions simultaneously to prevent reading failure. The purpose of this study was to examine the effectiveness of KPALS with and without a classroom management strategy (CMS) consisting of posting and teaching classroom expectations and reinforcing them via a token economy for 20 kindergarten students from an urban elementary school in the northeastern United States. Results indicated an increase in the level of active engagement and teacher-directed instruction with the implementation of KPALS and CMS. Moreover, a clear improvement in students’ academic skills occurred with the addition of the CMS. Future research and practical implications are discussed.

APA, Harvard, Vancouver, ISO, and other styles

36

Sørlie, Mari-Anne, Terje Ogden, and Asgeir Røyrhus Olseth. "Preventing Problem Behavior in School through School-Wide Staff Empowerment: Intervention Outcomes." World Journal of Educational Research 2, no. 2 (October 8, 2015): 117. http://dx.doi.org/10.22158/wjer.v2n2p117.

Full text

Abstract:

<p><em>The aim of this study was to examine the effects of the universal “Preventing Problem Behavior in School” (PPBS) intervention on both establishing high-quality learning environments and increasing the use of positive teaching strategies to prevent student problem behavior. PPBS was developed and piloted in Norway as an abbreviated version of the School-Wide Positive Behavior Support Model (SWPBS) and includes a four-day in-service training program for a school’s entire staff. Seventeen primary schools (Grades 1-7) implementing PPBS and 20 control schools engaging in “practice as usual” were compared using a three-wave measurement design. Multilevel analyses based on staff ratings indicated significant positive main effects of PPBS in the moderate range on the level of school behavior problems, positive behavior management, and perceived staff efficacy. Moreover, school size, implementation quality, proportion of unqualified staff members, and program training dosage moderated the intervention outcomes. Student ratings did not, however, support the staff ratings. The results are discussed in relation to the outcomes of the full-scale SWPBS model, meta-analyses of school-wide interventions, and measurement issues. Study limitations, strengths, practical implications, and future directions are highlighted.</em></p>

APA, Harvard, Vancouver, ISO, and other styles

37

Wang, Shen, Junzhou Xu, Qian Yu, and Junyi Zhou. "Implementation intentions improve exercise self-efficacy and exercise behavior regardless of task difficulty." Social Behavior and Personality: an international journal 47, no. 5 (May 7, 2019): 1–13. http://dx.doi.org/10.2224/sbp.8000.

Full text

Abstract:

Previous scholars have demonstrated that implementation intentions have positive effects on exercise self-efficacy and exercise behaviors; however, others have found little evidence to support these results. Task difficulty has been deemed a key factor that may contribute to these discrepant findings. Therefore, we examined the effects of implementation intentions on exercise self-efficacy and exercise behavior under different task difficulty conditions. High school students (N = 90; 48 young women and 42 young men) were randomly assigned to 3 groups to receive different kinds of intervention (i.e., control group, goal intentions group, and implementation intentions group) and then were asked to hold the Navasana yoga posture under either high-difficulty or low-difficulty conditions. The results lend support to the assumption that implementation intentions help improve exercise self-efficacy and exercise behavior among high school students. The effects of implementation intentions were robust and independent of task difficulty.

APA, Harvard, Vancouver, ISO, and other styles

38

Melloy, Kirstine J., and Francie R. Murry. "A Conceptual Framework: Creating Socially Just Schools for Students with Emotional and Behavioral Disabilities." World Journal of Education 9, no. 5 (October 25, 2019): 113. http://dx.doi.org/10.5430/wje.v9n5p113.

Full text

Abstract:

Students with emotional and behavioral disabilities (EBD) are among the most marginalized group of students in ourschools. In essence, students with EBD are often denied their civil right to a free and appropriate public education(FAPE) which is a social justice issue. Teachers who become social justice allies are more likely to create a sociallyjust school when they promote the implementation of multi-tiered systems of support (MTSS) throughevidence-based practices (EBP) for positive behavior interventions and supports through a social justice lens.Implementing these interventions while being social justice allies in socially just schools offer the best opportunityfor students with EBD to receive an equitable and socially just education in schools thereby achieving social justiceregarding their civil right to a FAPE.

APA, Harvard, Vancouver, ISO, and other styles

39

Marin, Adriana M., and Hollie Gabler Filce. "The Relationship Between Implementation of School-Wide Positive Behavior Intervention and Supports and Performance on State Accountability Measures." SAGE Open 3, no. 4 (October 4, 2013): 215824401350383. http://dx.doi.org/10.1177/2158244013503831.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Rodriguez, Billie Jo, Sheldon L. Loman, and Christopher Borgmeier. "Tier 2 Interventions in Positive Behavior Support: A Survey of School Implementation." Preventing School Failure: Alternative Education for Children and Youth 60, no. 2 (May 5, 2015): 94–105. http://dx.doi.org/10.1080/1045988x.2015.1025354.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Iadarola, Suzannah, Wendy Shih, Michelle Dean, Erica Blanch, Robin Harwood, Susan Hetherington, David Mandell, Connie Kasari, and Tristram Smith. "Implementing a Manualized, Classroom Transition Intervention for Students With ASD in Underresourced Schools." Behavior Modification 42, no. 1 (July 5, 2017): 126–47. http://dx.doi.org/10.1177/0145445517711437.

Full text

Abstract:

Children with autism spectrum disorder (ASD) in public education settings experience difficulties with transitions during classroom routines, which can result in challenging behavior. Single-subject research supports techniques for transitions, but school-based approaches often require resources and training unavailable in low-resource districts, limiting implementation. We developed and evaluated the Schedules, Tools, and Activities for Transitions (STAT) program, a short-term, manualized intervention of behavioral supports to support daily routine transitions for students with ASD (K-5) in underresourced districts. We utilized a multisite, cluster-randomized, group comparison design (immediate treatment versus waitlist) with matched pairs ( n = 150 students, 57 educators). Data indicated (a) no group differences for academic engagement or classroom independence, and (b) an advantage for STAT in reducing challenging behavior and increasing teacher fidelity. Results show preliminary support for an intervention that is feasible and perceived as sustainable in real-world settings.

APA, Harvard, Vancouver, ISO, and other styles

42

Fetterman, Hallie, Chelsea Ritter, Julie Q. Morrison, and Daniel S. Newman. "Implementation Fidelity of Culturally Responsive School-Wide Positive Behavior Interventions and Supports in a Spanish-Language Magnet School: A Case Study Emphasizing Context." Journal of Applied School Psychology 36, no. 1 (September 14, 2019): 89–106. http://dx.doi.org/10.1080/15377903.2019.1665607.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Wills, Howard P., Paul Caldarella, Benjamin A. Mason, Amanda Lappin, and Darlene H. Anderson. "Improving Student Behavior in Middle Schools: Results of a Classroom Management Intervention." Journal of Positive Behavior Interventions 21, no. 4 (July 2, 2019): 213–27. http://dx.doi.org/10.1177/1098300719857185.

Full text

Abstract:

Transitioning from elementary to middle school is a time of particular vulnerability for students with behavior problems. This study examined the effects of class-wide function-related intervention teams (CW-FIT) in three middle school classrooms to determine whether this multitiered intervention could help teachers proactively manage student behavior. With a focus on teaching classroom expectations, delivering behavior-specific praise, and providing differential reinforcement within an interdependent group contingency, CW-FIT is designed to teach functional replacement behaviors that support students’ academic engagement. Intervention effects were assessed with seventh- and eighth-grade students from diverse backgrounds. Results, evaluated using a single-subject withdrawal (ABAB) design, indicated improved rates of on-task behavior at both class-wide and individual student levels, with corresponding increases in teacher praise and decreases in teacher reprimands. The positive way in which participants viewed CW-FIT implementation and its accompanying effects on student behaviors was consistent with earlier findings in elementary schools. Study limitations and areas for future research are discussed.

APA, Harvard, Vancouver, ISO, and other styles

44

Simonsen, Brandi, Lucille Eber, Anne C. Black, George Sugai, Holly Lewandowski, Barbara Sims, and Diane Myers. "Illinois Statewide Positive Behavioral Interventions and Supports." Journal of Positive Behavior Interventions 14, no. 1 (July 7, 2011): 5–16. http://dx.doi.org/10.1177/1098300711412601.

Full text

Abstract:

More than 1,000 Illinois schools are implementing schoolwide positive behavior support (SWPBS) to enhance outcomes for students and staff. Consequently, Illinois established layered support structures to facilitate scaling up SWPBS. This paper describes the development of this infrastructure and presents the results of HLM analyses exploring the effects of implementing SWPBS, with and without fidelity across time, on student behavior and academic outcomes (office discipline referrals, suspensions, and state-wide test scores in reading and math) for a sample of 428 Illinois schools implementing SWPBS. Results indicate that (a) most schools implemented with fidelity and maintained or improved student performance across time and (b) implementation fidelity was associated with improved social outcomes and academic outcomes in math. Study limitations and implications are discussed.

APA, Harvard, Vancouver, ISO, and other styles

45

Vincent, Claudia G., and Tary J. Tobin. "The Relationship Between Implementation of School-Wide Positive Behavior Support (SWPBS) and Disciplinary Exclusion of Students From Various Ethnic Backgrounds With and Without Disabilities." Journal of Emotional and Behavioral Disorders 19, no. 4 (October 27, 2010): 217–32. http://dx.doi.org/10.1177/1063426610377329.

Full text

Abstract:

This study examined disciplinary exclusion data from 77 schools implementing school-wide positive behavior support (SWPBS). The authors examined (a) patterns of exclusion in schools implementing SWPBS; (b) associations between decreased exclusions and SWPBS implementation at the whole school level, the classroom level, the nonclassroom level, and the individual student level; (c) the extent to which students from varying ethnicities were equitably represented in overall exclusions as well as long-term exclusions; and (d) the extent to which students with a disability from varying ethnicities were equitably represented in long-term exclusions. Whereas SWPBS implementation in the classroom appeared to be associated with decreased exclusions in elementary schools, SWPBS implementation in nonclassroom settings appeared to be associated with decreased exclusions in high schools. Although overall exclusions decreased, White students appeared to benefit most from this decrease, whereas African American students remained overrepresented in exclusions, in particular long-term exclusions. Small sample sizes limited generalizability of outcomes.

APA, Harvard, Vancouver, ISO, and other styles

46

Owen, Susanne Mary, Toabwa Toaiauea, Tekonnang Timee, Tebetaio Harding, and Taaruru Taoaba. "School leadership capacity-building: developing country successful case studies." International Journal of Educational Management 34, no. 10 (August 1, 2020): 1615–36. http://dx.doi.org/10.1108/ijem-10-2019-0379.

Full text

Abstract:

PurposeSystems educational reform in developing countries through effective principal capacity- building programs is essential for improving student learning, with the purpose of this paper being to use case studies to identify key success factors in the implementation of an instructional leadership program in the developing country of Kiribati.Design/methodology/approachA case study approach involving mixed methods including semi-structured interviews and document analysis was used within three purposively sampled schools to examine implementation success factors relevant to instructional leadership literatureFindingsThe case studies reveal the overall value of the Kiribati instructional leadership program involving school leader workshops and ongoing coaching support, with instructional leadership reflecting directive and collaborative, as well as transformative theoretical aspects. Key implementation success factors within researched schools were leaders undertaking regular observations in classrooms, systematic tracking of student achievement and nurturing a positive culture for learning, as well as establishment of various collaborative processes involving community and teacher peer learning groups.Research limitations/implicationsThe study provides in-depth information through teacher and school leader interviews and examining relevant school documentation artefacts. A limitation is that the study involved only three schools and was undertaken less than a year into program implementation. Future research involving more schools and several years after implementation would be beneficial to investigate sustainability across the school system and longer-term program impacts.Practical implicationsThe data provides practical tips for school leaders regarding effective teacher capacity-building approaches, as well as providing information for policy makers, especially in developing countries, about effective professional development programs for school leaders and teachers. 10; 10;Originality/valueThe study examines a system-wide workshop series and coaching approach to school leader and teacher capacity-building in a developing country from a theoretical and practical perspective relevant to instructional leadership and also transformational leadership, which is an under-researched area. 10; 10; 10;

APA, Harvard, Vancouver, ISO, and other styles

47

Nelen, Monique J. M., T. Martijn Willemse, Margreet A. van Oudheusden, and Sui Lin Goei. "Cultural Challenges in Adapting SWPBIS to a Dutch Context." Journal of Positive Behavior Interventions 22, no. 2 (September 17, 2019): 105–15. http://dx.doi.org/10.1177/1098300719876096.

Full text

Abstract:

The transfer and adoption of school-wide approaches, like School-Wide Positive Behavior Interventions and Supports (SWPBIS), from one country to another, is an underexamined process. SWPBIS was mainly developed in the US. Although research shows that implementation of SWPBIS contributes to a positive school climate and a decrease in problem behavior, little is known about the generalizability of the effects in other countries. Of special interest is the role of underlying cultural values and concepts as reflected in SWPBIS. This can influence the acceptance of teachers and principals when implementing SWPBIS in another country. SWPBIS procedures need to be adjusted to the educational context where it is implemented. As a consequence, fidelity of implementation can be at stake when adjustments affect not only SWPBIS procedures (e.g., the way expected behavior is taught) but also core features (e.g., teaching of behavior). In this study, we explored cultural adaptation efforts in the Netherlands. We have drawn on perceptions of Dutch SWPBIS experts. In two sessions, 12 and then 10 experts were questioned. Results suggested that core features of SWPBIS seemed to be quite consistent across cultures, but adaptations in procedures were necessary.

APA, Harvard, Vancouver, ISO, and other styles

48

Suwandi, Lupita Jane. "THE IMPLEMENTATION OF POSITIVE BEHAVIOR SUPPORT THROUGH CHAMPS TO IMPROVE STUDENT BEHAVIOR." Satya Widya 35, no. 2 (December 4, 2019): 112–25. http://dx.doi.org/10.24246/j.sw.2019.v35.i2.p112-125.

Full text

Abstract:

An effective classroom is one that runs smoothly with a few disruptions. In fact, based on the observation at grade 4 XYZ school, the researcher found that students frequently did inappropriate behavior such as calling out, excessive talking, forgetting to raise the hand quietly when asking question or stating an idea. One factor that made it happen was because the students did not clearly know about the teacher’s behavior expectation. Facing these problems, the researcher decided to use a preventive way to minimalize the students’ misbehavior using the CHAMPS approach which is a part of Positive Behavior Support. The purpose is to find out whether the students’ behavior will be improved by the implementation of CHAMPS as an expectation before the lesson started. The method of this research was Classroom Action Research (CAR) which consisted of two cycles and involved 20 students. The instruments that used were the teacher’s rating scale, student’s attitude scale, and researcher’s journal reflection. Descriptive statistical analysis and qualitative descriptive analysis were the technique used to analyze the data. From the data that has been analyzed, the researcher concluded that the implementation of Positive Behavior Support using CHAMPS had been improved student behavior in the classroom, specifically in their compliance towards the classroom rules and procedures. In short, despite its weaknesses and limitation, CHAMPS can be an alternative to minimalize students’ misbehavior and improve students’ behavior in the classroom.

APA, Harvard, Vancouver, ISO, and other styles

49

Choi, Jeong Hoon, Amy B. McCart, Tyler A. Hicks, and Wayne Sailor. "An Analysis of Mediating Effects of School Leadership on MTSS Implementation." Journal of Special Education 53, no. 1 (October 25, 2018): 15–27. http://dx.doi.org/10.1177/0022466918804815.

Full text

Abstract:

The present study investigated relationships among technical assistance, school leadership quality, and multitiered system of support (MTSS) implementation. The findings indicated technical assistance improved school leadership quality, and improved leadership significantly mediated the relationship between technical assistance and MTSS implementation for both behavior and academic systems. These results provide support for the foundational role of school leadership in MTSS implementation. Implications for providers of technical assistance are discussed.

APA, Harvard, Vancouver, ISO, and other styles

50

Speight, Renee, Peggy Whitby, and Suzanne Kucharczyk. "Impact of CW-FIT on Student and Teacher Behavior in a Middle School." Journal of Positive Behavior Interventions 22, no. 4 (March 6, 2020): 195–206. http://dx.doi.org/10.1177/1098300720910133.

Full text

Abstract:

Positive behavior interventions and supports (PBIS) improve student behavior. Yet, teachers may not receive adequate training to implement PBIS at the classroom level. This study evaluated class-wide function-related intervention teams (CW-FIT) as a classroom-level behavior management system to determine whether the behavior of middle school students would improve with teacher implementation of CW-FIT. A multiple-baseline across conditions design was used to evaluate changes in on-task behavior of adolescent students in sixth and seventh grade from a socioeconomically and ethnically diverse middle school. In addition, the effects on teacher behavior-specific praise statements and teacher reprimands were assessed. Consistent with previous evaluations of CW-FIT, findings indicated a functional relation between the intervention and increases in on-task student behavior. In addition, the findings also showed improvements to teacher behavior with increases in behavior-specific praise statements; however, no effect was observed with teacher reprimands. Social validity measures indicated students and teachers found the intervention favorable. Implications, limitations, and areas for future inquiry are discussed.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'School Implementation of Behavior Supports'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles