Positive Behavior Supports: Can Schools Reshape Disciplinary Practices?

2003 ◽  
Vol 69 (3) ◽  
pp. 361-373 ◽  
Author(s):  
Stephen P. Safran ◽  
Karen Oswald
Keyword(s):  
Positive Behavior ◽  
Future Research ◽  
Individual Student ◽  
Behavior Support ◽  
Team Collaboration ◽  
Disciplinary Practices ◽  
School Based ◽  
Efficacy Research ◽  
Behavior Supports

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.

Individualized Positive Behavior Support in School Settings

2010 ◽  
Vol 33 (5) ◽  
pp. 271-286 ◽  
Author(s):  
Ailsa E. Goh ◽  
Linda M. Bambara
Keyword(s):  
Positive Behavior Support ◽  
Meta Analysis ◽  
Descriptive Analysis ◽  
Behavioral Assessment ◽  
Intervention Research ◽  
Positive Behavior ◽  
Future Research ◽  
Behavior Support ◽  
School Settings ◽  
School Based

This meta-analysis examined school-based intervention research based on functional behavioral assessment (FBA) to determine the effectiveness of key individualized positive behavior support (IPBS) practices in school settings. In all, 83 studies representing 145 participants were included in the meta-analysis. Intervention, maintenance, and generalization effects were measured by computing the percentage of nonoverlapping data points (PND). Overall, FBA-based interventions were found to be equally effective across diverse student populations and educational settings, including inclusive classrooms. In terms of key IPBS practices, results indicated that team decision making during intervention planning led to significantly larger PNDs. Descriptive analysis revealed that there has been an increase in the use of IPBS practices in school-based FBA-based intervention research; however, some deficiencies were noted. Implications and recommendations for future research are discussed.

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.

Writing African Christianity

2016 ◽  
Vol 23 (3-4) ◽  
pp. 275-312
Author(s):  
Elias Kifon Bongmba
Keyword(s):  
Religious Communities ◽  
Future Research ◽  
Disciplinary Practices ◽  
African Identity ◽  
African Christianity ◽  
Christian Communities ◽  
The Third ◽  
Cultural Movements ◽  
Material Conditions

In this overview of the historiography of Christianity in Africa a number of desiderata and considerations for future research are reviewed. The first issue considered relates to the practice of historiography. The second issue relates to African identity/-ies and its relationship to global cultural movements. The third desideratum is the pursuit of new disciplinary practices in the study of African Christianity, especially interdisciplinarity as scholarly ethos. Finally, a number of themes that should become foci in historiography of African Christianity are explored, among these are: concentration on local and regional narratives, the gendered character of Christianity in Africa, attention to the material conditions and needs of African religious communities and the various cultural innovations adopted to cope with these conditions, as well as the role of Christian communities in development in Africa and the wider encompassing question of ethics and morality.

Sustaining School-Based Individualized Positive Behavior Support

2009 ◽  
Vol 11 (3) ◽  
pp. 161-176 ◽  
Author(s):  
Linda M. Bambara ◽  
Stacy Nonnemacher ◽  
Lee Kern
Keyword(s):  
Positive Behavior Support ◽  
Positive Behavior ◽  
Behavior Support ◽  
School Based

The Relationship Between Implementation of School-Wide Positive Behavior Support (SWPBS) and Disciplinary Exclusion of Students From Various Ethnic Backgrounds With and Without Disabilities

2010 ◽  
Vol 19 (4) ◽  
pp. 217-232 ◽  
Author(s):  
Claudia G. Vincent ◽  
Tary J. Tobin
Keyword(s):  
Positive Behavior Support ◽  
Small Sample ◽  
Positive Behavior ◽  
School Level ◽  
Individual Student ◽  
Behavior Support ◽  
Whole School ◽  
Small Sample Sizes ◽  
The Individual

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.

Positive Behavior Supports in South Africa: Training Teachers to Implement a Systemic Strategy

2019 ◽  
Vol 55 (3) ◽  
pp. 192-196
Author(s):  
Veronica Melody Dwarika
Keyword(s):  
South African ◽  
Behavior Management ◽  
Management Practices ◽  
Positive Behavior Supports ◽  
Positive Behavior ◽  
Teacher Agency ◽  
Behavior Support ◽  
Behavioral Challenges ◽  
Support Strategies ◽  
Behavior Supports

Given that behavioral challenges contribute to learner exclusion in schools, there is a demand for behavior support strategies and practices that (a) extend beyond punitive measures, (b) aid the development of school customs and mores, (c) are based on nonviolence, and (d) promote positive self-discipline. This column explores behavior management practices in South African schools and emphasizes the value of teacher agency and enabling to support the argument that the outcomes of challenging learner behavior need not result in the exclusion of learners.

The Role of Vertical and Shared Leadership in Virtual Team Collaboration

2016 ◽  
pp. 22-42 ◽  
Author(s):  
Julia Eisenberg ◽  
Jennifer L. Gibbs ◽  
Niclas Erhardt
Keyword(s):  
Virtual Teams ◽  
Shared Leadership ◽  
Virtual Team ◽  
Future Research ◽  
Task Structure ◽  
Team Collaboration ◽  
Current Trends ◽  
Team Environment ◽  
And Task

This chapter reviews current trends in the literature related to the influence of vertical and shared leadership styles in the context of virtual teams, unpacking the influence of team structure and task structure to better understand the mechanisms influencing team effectiveness. The authors start by reviewing key features of virtual teams and different aspects of leadership and its influence in the virtual team environment. They argue that both vertical and shared leadership have strengths and limitations, and both styles may complement one another. The authors discuss the influence of leadership on virtual team processes and outcomes and examine contingency factors related to team and task structure in order to identify the boundary conditions for the effectiveness of vertical and shared leadership. The chapter offers a conceptual framework to guide future research in this domain.

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