Reducing Coercion in Schools

2015 ◽  
Author(s):  
Robert R. Horner ◽  
Kent McIntosh
Keyword(s):  
Behavioral Interventions ◽  
School Discipline ◽  
School Level ◽  
The Core ◽  
Whole School ◽  
Positive Behavioral Interventions ◽  
Punitive Discipline ◽  
Detrimental Impact ◽  
Core Features ◽  
Systems Of Support

The use of punitive discipline systems in schools establishes the foundation of coercive dynamics. Adults all too often establish aversive contingencies that inadvertently prompt and maintain unwanted behavior by students. Three recent themes in addressing school discipline systems include (1) emphasizing reward of desired behavior above punishment of undesired behavior, (2) implementing systems of support at the whole-school level, and (3) introducing a “multitiered” approach to discipline systems that matches the level of support to the need of the student. These three themes are linked within a schoolwide approach labeled “positive behavioral interventions and supports” (PBIS). The chapter presents the core features of School-wide PBIS and describes how those features reduce the detrimental impact of coercive dynamics.

Enhancing motivation and engagement within a PBIS framework

2021 ◽  
pp. 136548022110022
Author(s):  
Michael Petrasek ◽  
Anthony James ◽  
Amity Noltemeyer ◽  
Jennifer Green ◽  
Katelyn Palmer
Keyword(s):  
School Environment ◽  
Student Outcomes ◽  
Behavioral Interventions ◽  
School Setting ◽  
Positive Behavioral Interventions ◽  
Motivation And Engagement ◽  
Core Features

A motivating and engaging school environment has been associated with several positive student outcomes. Consequently, schools have an opportunity and responsibility to promote a culture that supports students in developing and maintaining their motivation, engagement, and self-improvement. Efforts to promote such a culture can be embedded within a Positive Behavioral Interventions and Supports (PBIS) framework. In this paper, we begin by describing motivation and engagement, and discussing the relevance of these concepts in schools. Next, we introduce the traditional PBIS framework, highlighting research and core features. Third, we propose how PBIS can be enhanced by incorporating a focus on relationships, engagement, and motivation in the school setting. Finally, we conclude with recommendations for school teams seeking to implement this approach.

scholarly journals Advances in Measurement in School-Wide Positive Behavioral Interventions and Supports

2019 ◽  
Vol 40 (1) ◽  
pp. 3-5
Author(s):  
Kent McIntosh ◽  
Kathleen Lynne Lane
Keyword(s):  
School Climate ◽  
Behavioral Interventions ◽  
Fidelity Of Implementation ◽  
Special Issue ◽  
Research Focus ◽  
Positive Behavioral Interventions ◽  
Staff Commitment ◽  
Systems Of Support

In recent years, there has been an increased research focus on developing tools to support the design, installation, and evaluation of tiered systems of support. In this special issue, we focus on research validating freely available tools to (a) measure fidelity of implementation of school-wide positive behavioral interventions and supports (SWPBIS), (b) assess staff commitment to implement SWPBIS, (c) inform development of teaching matrices, (d) examine issues of sustainability, and (e) assess school climate.

scholarly journals Factor Validation of a Fidelity of Implementation Measure for Social Behavior Systems

2017 ◽  
Vol 40 (1) ◽  
pp. 16-24
Author(s):  
Michelle M. Massar ◽  
Kent McIntosh ◽  
Sterett H. Mercer
Keyword(s):  
Behavioral Interventions ◽  
Critical Factor ◽  
Fidelity Of Implementation ◽  
Successful Implementation ◽  
Positive Behavioral Interventions ◽  
School Based ◽  
Confirmatory Factor ◽  
School Based Interventions ◽  
Behavior Systems ◽  
Core Features

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.

Average Treatment Effect of School-Wide Positive Behavioral Interventions and Supports on School-Level Academic Achievement in Florida

2017 ◽  
Vol 19 (3) ◽  
pp. 158-167 ◽  
Author(s):  
Nicholas A. Gage ◽  
Walter Leite ◽  
Karen Childs ◽  
Don Kincaid
Keyword(s):  
Academic Achievement ◽  
Treatment Effect ◽  
Grade Level ◽  
Behavioral Interventions ◽  
Average Treatment Effect ◽  
School Level ◽  
Underlying Assumption ◽  
Achievement Data ◽  
Average Treatment ◽  
Positive Behavioral Interventions

The relationship between school-wide positive behavioral interventions and supports (SWPBIS) and school-level academic achievement has not been established. Most experimental research has found little to no evidence that SWPBIS has a distal effect on school-level achievement. Yet, an underlying assumption of SWPBIS is that improving social behavior and reducing problem behavior increasingly exposes all students to classroom instruction and the opportunity for academic success. Therefore, we examined the average treatment effect of SWPBIS implemented with fidelity on the treated schools by leveraging 10 consecutive years of school-level academic achievement data. All elementary schools in Florida (~2,033 schools), including an average of 235 schools implementing SWPBIS with fidelity each year, were included in this study. We estimated a two-level mixed-effects regression model, with schools nested in districts across time, and modeled the percentage of students at or above grade-level benchmark on the Florida Comprehensive Assessment Test (FCAT) reading and mathematics. Results indicate that schools implementing SWPBIS with fidelity had statistically significantly more students at or above grade-level benchmarks, however the effect sizes were small. The results are discussed within the context of distal effects and the fact that few evidence-based academic interventions have demonstrated larger effects when experimentally evaluated.

scholarly journals Examining the Relative Utility of PBIS Implementation Fidelity Scores in Relation to Student Outcomes

2019 ◽  
Vol 40 (1) ◽  
pp. 6-15 ◽  
Author(s):  
Elise T. Pas ◽  
Stacy R. Johnson ◽  
Katrina J. Debnam ◽  
Chris S. Hulleman ◽  
Catherine P. Bradshaw
Keyword(s):  
Roc Curve ◽  
Student Outcomes ◽  
Behavioral Interventions ◽  
Implementation Fidelity ◽  
School Level ◽  
Evaluation Tool ◽  
Cut Points ◽  
Cut Point ◽  
Positive Behavioral Interventions ◽  
Fidelity Measures

There are several widely used Positive Behavioral Interventions and Supports (PBIS) implementation fidelity measures, including the Schoolwide Evaluation Tool (SET), but there is limited empirical investigation substantiating the association between specific fidelity cut point scores and student outcomes. This article examined different SET cut points in reference to school-level outcomes across 180 elementary, middle, and high schools participating in randomized trials of PBIS. Specifically, we examined the implementation fidelity achieved in the sample, as well as within each school level (i.e., elementary, middle, and high). Using the binary complier index, we examined the association of each of three SET cut points with behavioral and academic outcomes using t tests and receiver operating characteristic (ROC) curve analyses. Although the t tests did not provide confirmation of one specific cut point, post hoc analyses suggested that the cut point may need to be tailored to school levels. There was moderate convergence between implementation on one scale (i.e., responses to behavioral violations) and academic achievement, based on ROC curve analyses for the 70% and 80% cut points. Implications for research and practice are discussed.

Huakina Mai: A Kaupapa Māori Approach to Relationship and Behaviour Support

2014 ◽  
Vol 43 (2) ◽  
pp. 165-174 ◽  
Author(s):  
Catherine Savage ◽  
Sonja Macfarlane ◽  
Angus Macfarlane ◽  
Letitia Fickel ◽  
Hēmi Te Hēmi
Keyword(s):  
Identity Development ◽  
Initial Phase ◽  
Developmental Stages ◽  
Behavioural Intervention ◽  
Educational Success ◽  
The Core ◽  
Whole School ◽  
Kaupapa Māori ◽  
Systems Framework ◽  
Core Features

This article presents the developmental stages of a nationwide whole-school strengths-based behavioural intervention by Māori and centring on Māori interests; an initiative that has the potential to transform educational success and opportunities. The initial phase involved a cycle of data collection. This was conducted via a series of focus groups held with Māori specialists, practitioners, families and students, to support the development of a kaupapa Māori approach to school-wide positive behaviour. The evidence that was gathered indicated that a systems framework needed to emanate out of a Māori worldview, be inclusive of family and community, and support the notion that Māori children are able to learn as Māori — to enjoy positive cultural and identity development throughout their schooling. The findings in this article describe the core features that underscore how behaviour should be shaped and supported within schools, from a Māori perspective.

Benchmarks of Equality? School-Wide Positive Behavioral Interventions and Supports and the Discipline Gap

2021 ◽  
pp. 109830072110400
Author(s):  
Christopher M. Barclay ◽  
Jose Castillo ◽  
Don Kincaid
Keyword(s):  
Behavioral Interventions ◽  
School Discipline ◽  
The United States ◽  
Disciplinary Action ◽  
Systemic Racism ◽  
Discipline Gap ◽  
Discipline Practices ◽  
Positive Behavioral Interventions ◽  
Significant Relationships ◽  
Latinx Youth

In U.S. schools, Black and Latinx youth receive disciplinary action at rates greater than their White peers. In the context of systemic racism in the United States, proposed systemic solutions such as school-wide positive behavioral interventions and supports (SWPBIS) should be evaluated for their effectiveness in producing more equitable school discipline. In light of mixed evidence for a SWPBIS–equity relationship, this study examined the merits of five SWPBIS elements demonstrating promise in the literature or underexamined potential for reducing discipline rates and disparities for Black and Latinx students in a sample of 322 SWPBIS-implementing schools serving a total of 292,490 students (19% Black, 28% Latinx) in a southeastern state. Multiple linear regression results indicated that higher fidelity to SWPBIS Classroom Systems was related to lower discipline risk for all students, including Black and Latinx students, but not more equitable discipline practices. Higher fidelity to SWPBIS Expectations was related to higher suspension risk among Black students, whereas higher levels of Recognition were related to more equitable suspension practices. No significant relationships were observed between Lessons and Data Analysis and disciplinary rates or equity. Implications for the research and practice of SWPBIS are discussed in the context of promoting more equitable and socially just discipline practices.

scholarly journals Including College and Career Readiness Within a Multitiered Systems of Support Framework

AERA Open ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 233285841876188 ◽  
Author(s):  
Mary E. Morningstar ◽  
Allison Lombardi ◽  
David Test
Keyword(s):  
Secondary Schools ◽  
Behavioral Interventions ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Positive Behavioral Interventions ◽  
College And Career ◽  
Nonacademic Factors ◽  
Data Informed ◽  
School Outcome ◽  
Systems Of Support

Current practices of college and career readiness (CCR) emerged from within secondary school reform efforts. During a similar timeframe, evidence-based schoolwide interventions—positive behavioral interventions and supports (PBIS) and response to interventions (RTI)—were developed, first targeting elementary initiatives and then translated to secondary schools. We provide an overview of a recently established CCR framework underscoring both academic and nonacademic factors necessary for student success. To operationalize CCR approaches within secondary schools, an effort must be made to utilize existing interventions and strategies as well as data-informed efforts included within multitiered systems of support (MTSS). Therefore, we examine how CCR can be extended within secondary MTSS approaches and extend current methods by recommending measures aligning CCR elements within essential data-based decision making and fidelity of implementation tenets of MTSS. By embedding CCR within established MTSS approaches, improved post-school outcome for all students, including those with disabilities, can be achieved.

Understanding Educators’ Implementation of an Equity-Focused PBIS Intervention: A Qualitative Study of Critical Incidents

2021 ◽  
pp. 109830072110088
Author(s):  
Eoin Bastable ◽  
Sarah Fairbanks Falcon ◽  
Sara C. McDaniel ◽  
Kent McIntosh ◽  
Maria Reina Santiago-Rosario
Keyword(s):  
Qualitative Study ◽  
Behavioral Interventions ◽  
Critical Incident ◽  
Qualitative Method ◽  
Critical Incidents ◽  
School Discipline ◽  
Critical Incident Technique ◽  
Enhanced Critical Incident Technique ◽  
Positive Behavioral Interventions ◽  
Depth Interviews

With the emergence of interventions shown to reduce school discipline disparities, it is important to explore what variables influence educators to implement these approaches. In-depth interviews were conducted with a purposeful sample of 21 educators asked to describe their experiences implementing an equity-focused Positive Behavioral Interventions and Supports (PBIS) intervention. A qualitative method called the Enhanced Critical Incident Technique was used to generate 22 representative categories from 241 observable incidents reported. Findings included 14 helping categories, four hindering categories, and four categories describing what could have made implementing the intervention easier. Implications for enhancing educators’ use of equity-focused disciplinary approaches are discussed along with current research, theory, and consultation models.

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