A Preliminary Investigation Examining the Use of Minor Discipline Referral Data to Identify Students at Risk for Behavioral Difficulties: Observations Within Systems of Schoolwide Positive Behavior Interventions and Supports

2016 ◽  
Vol 32 (4) ◽  
pp. 354-366
Author(s):  
Brian Cavanaugh
Keyword(s):  
At Risk ◽  
Preliminary Investigation ◽  
Positive Behavior ◽  
Behavioral Difficulties ◽  
Behavior Interventions ◽  
Students At Risk ◽  
Positive Behavior Interventions ◽  
Discipline Referral

Trends in JPBI Publications, 1999–2016

2017 ◽  
Vol 20 (1) ◽  
pp. 6-14 ◽  
Author(s):  
Shelley Clarke ◽  
Brittany N. Zakszeski ◽  
Lee Kern
Keyword(s):  
General Education ◽  
Positive Behavior Support ◽  
Empirical Studies ◽  
Positive Behavior ◽  
Behavioral Difficulties ◽  
Behavior Interventions ◽  
Behavior Support ◽  
Positive Behavior Interventions ◽  
Key Variables ◽  
Publication Period

The field of positive behavior support (PBS) has expanded and evolved significantly since the first issue of Journal of Positive Behavior Interventions ( JPBI) was published. To ascertain how evolution of the field was reflected in the research, we examined trends in empirical studies published in JPBI since its inception. We coded 217 articles published between 1999 and 2016 that included data-based assessment or data-based intervention practices for key variables pertinent to potential trends in PBS. Analyses revealed increases across the publication period in studies that (a) included participants at risk for behavioral difficulties, (b) implemented interventions in general education settings, (c) utilized clinicians/experimenters as intervention agents, and (d) focused on adult skills as the intervention target. Findings are discussed in the context of the expansion of school-wide positive behavior interventions and support.

Utilizing the PPET Mnemonic to Guide Classroom-Level PBIS for Students With or at Risk for EBD Across Classroom Settings

2017 ◽  
Vol 26 (2) ◽  
pp. 81-88
Author(s):  
William C. Hunter ◽  
Sally Barton-Arwood ◽  
Andrea Jasper ◽  
Renee Murley ◽  
Tarol Clements
Keyword(s):  
At Risk ◽  
Classroom Management ◽  
Emotional And Behavioral Disorders ◽  
Veteran Teachers ◽  
Management Program ◽  
Positive Behavior ◽  
Behavior Interventions ◽  
Explicit Timing ◽  
Positive Behavior Interventions ◽  
Classroom Level

In this article, the authors discuss how the emphasis on classroom-level Positive Behavior Interventions and Supports strategies can establish a foundation for an efficient classroom management program and be utilized as a resource. The strategies described are physical classroom, procedures and rules, explicit timing, and transition (PETT mnemonic). Each strategy can be particularly useful in assisting novice and veteran teachers provide instruction to students with emotional and behavioral disorders within inclusive or self-contained classrooms.

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 Use of Mobile Technologies for Students At-Risk or Identified with Behavioral Disorders within School-Based Contexts

2015 ◽  
pp. 114-127 ◽  
Author(s):  
Frank J. Sansosti ◽  
Peña L. Bedesem
Keyword(s):  
At Risk ◽  
Mobile Devices ◽  
Behavioral Disorders ◽  
Service Providers ◽  
Mobile Technologies ◽  
Behavioral Difficulties ◽  
Students At Risk ◽  
School Based ◽  
Present Complex ◽  
Improving Instruction

Students at-risk or identified with behavioral disorders often present complex challenges to educators. The purpose of this chapter is to: (a) highlight the benefits and challenges of using mobile technologies within school-based contexts; (b) provide a brief overview of the contemporary research regarding the use of mobile devices for improving the outcomes of students with behavioral disorders within schools; and (c) offer essential techniques, methods, and ideas for improving instruction and management for students with behavioral difficulties via mobile technologies. Taken together, the intent is to call attention to the evidence that supports the use of mobile technologies for students who are at-risk or identified with behavioral disorders in schools, raise awareness of those strategies that appear to be the most effective for such students and assist service providers in providing accountable education.

The Use of Mobile Technologies for Students At-Risk or Identified with Behavioral Disorders within School-Based Contexts

2016 ◽  
pp. 1034-1047
Author(s):  
Frank J. Sansosti ◽  
Peña L. Bedesem
Keyword(s):  
At Risk ◽  
Mobile Devices ◽  
Behavioral Disorders ◽  
Service Providers ◽  
Mobile Technologies ◽  
Behavioral Difficulties ◽  
Students At Risk ◽  
School Based ◽  
Present Complex ◽  
Improving Instruction

Students at-risk or identified with behavioral disorders often present complex challenges to educators. The purpose of this chapter is to: (a) highlight the benefits and challenges of using mobile technologies within school-based contexts; (b) provide a brief overview of the contemporary research regarding the use of mobile devices for improving the outcomes of students with behavioral disorders within schools; and (c) offer essential techniques, methods, and ideas for improving instruction and management for students with behavioral difficulties via mobile technologies. Taken together, the intent is to call attention to the evidence that supports the use of mobile technologies for students who are at-risk or identified with behavioral disorders in schools, raise awareness of those strategies that appear to be the most effective for such students and assist service providers in providing accountable education.

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.

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