scholarly journals Effect of SWPBIS on Disciplinary Exclusions for Students With and Without Disabilities

2019 ◽  
Vol 86 (1) ◽  
pp. 25-39 ◽  
Author(s):  
Nicolette M. Grasley-Boy ◽  
Nicholas A. Gage ◽  
Michael Lombardo
Keyword(s):  
Students With Disabilities ◽  
Experimental Studies ◽  
State Level ◽  
Behavior Interventions ◽  
Inappropriate Behaviors ◽  
Positive Behavior Interventions ◽  
School Suspensions ◽  
Quasi Experimental ◽  
Alternative Settings ◽  
Out Of School

School leaders react to inappropriate behaviors by excluding students, despite research suggesting an association with poor student outcomes. Students with disabilities are frequently subjected to these practices. One framework that has been proposed to reduce the reliance on reactive discipline procedures is schoolwide positive behavior interventions and supports (SWPBIS). In this study, we replicated several state-level quasi-experimental studies with discipline data from California. Using propensity score matching, we compared 544 schools implementing SWPBIS with fidelity and 544 schools that had never been trained. We found statistically significantly fewer out-of-school suspensions and days missed due to out-of-school suspensions across all students. Students with disabilities were statistically significantly less likely to be sent to alternative settings due to behavior in schools implementing SWPBIS with fidelity, with an effect size of −0.65. These results replicate and extend prior findings.

scholarly journals A Quasi-Experimental Design Analysis of the Effects of School-Wide Positive Behavior Interventions and Supports on Discipline in Florida

2018 ◽  
Vol 21 (1) ◽  
pp. 50-61 ◽  
Author(s):  
Nicholas A. Gage ◽  
Nicolette Grasley-Boy ◽  
Heather Peshak George ◽  
Karen Childs ◽  
Don Kincaid
Keyword(s):  
Experimental Design ◽  
Empirical Support ◽  
Design Analysis ◽  
Positive Behavior ◽  
Behavior Interventions ◽  
Disciplinary Actions ◽  
Positive Behavior Interventions ◽  
Increased Risk ◽  
Quasi Experimental ◽  
Out Of School

School discipline continues to be a challenge for schools, resulting in loss of instructional time for both teachers and students. With respect to discipline actions, school suspension is one of the most widely used, yet research continues to demonstrate an empirical link between receipt of suspension and poor student outcomes, including increased risk of dropping out of school. Therefore, interventions with empirical support for reducing school-wide disciplinary actions are needed. This study examined the effect of school-wide positive behavior interventions and supports (SWPBIS) on disciplinary actions using quasi-experimental design analysis. We (propensity score) matched 593 Florida schools implementing SWPBIS with fidelity with 593 Florida schools that have never been trained. Overall, we found statistically significantly fewer out-of-school suspensions for students with disabilities and Black students within schools implementing SWPBIS with fidelity and an effect size of −0.55, indicating meaningful improvements.

The Impact of School-Wide Positive Behavior Interventions and Supports on School Suspensions: A Statewide Quasi-Experimental Analysis

2018 ◽  
Vol 20 (4) ◽  
pp. 217-226 ◽  
Author(s):  
Nicholas A. Gage ◽  
Ahhyun Lee ◽  
Nicolette Grasley-Boy ◽  
Heather Peshak George
Keyword(s):  
Comparison Group ◽  
Positive Behavior ◽  
Behavior Interventions ◽  
Positive Behavior Interventions ◽  
Standard Mean Difference ◽  
School Suspensions ◽  
Quasi Experimental ◽  
Matched Comparison ◽  
The Impact ◽  
Disciplinary Incidents

This study explored the effects of School-Wide Positive Behavior Interventions and Supports (SWPBIS) on school suspensions and behavioral incidents for elementary and intermediate schools in Georgia implementing with fidelity by comparing results with a propensity score–matched comparison group of schools that never received SWPBIS training. Significant decreases in suspensions and disciplinary exclusions were found in schools implementing with fidelity compared with matched comparison schools. Schools implementing SWPBIS with higher fidelity had fewer out-of-school suspensions and disciplinary incidents than schools implementing with lower levels of fidelity, but both groups had significantly fewer suspensions and incidents than the comparison group. When converted to standard mean difference effect sizes, results indicated medium to large effects. These findings suggest that SWPBIS is an effective model for reducing disciplinary exclusions and disciplinary incidents and that implementing SWPBIS with fidelity can result in meaningful improvements on student behavioral outcomes in schools.

Utilizing Positive Behavioral Interventions and Supports to Reinforce Therapeutic Practices in the Schools

2015 ◽  
Vol 16 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Lyndsey Zurawski
Keyword(s):  
Students With Disabilities ◽  
Behavioral Interventions ◽  
Classroom Setting ◽  
Behavior Interventions ◽  
Behavioral Strategies ◽  
Speech Language Pathologists ◽  
Positive Behavior Interventions ◽  
Positive Behavioral Interventions ◽  
Therapeutic Services ◽  
Support Students

Speech-language pathologists (SLPs) are faced with providing therapeutic services to students with a variety of disorders. Students with disorders such as speech and language impairments, autism, and intellectual disabilities can demonstrate behaviors within the classroom setting. Speech-language pathologists are a part of a collaborative team responsible for providing supports or interventions. Often, SLPs are unaware of behavioral strategies/interventions that correlate to school-wide expectations. This article provides examples of positive behavior interventions and supports (PBIS) that can be utilized to support students with disabilities in and out of the classroom.

The Additive Effects of Implementing Advanced Tiers of SWPBIS With Fidelity on Disciplinary Exclusions

2021 ◽  
pp. 109830072110117
Author(s):  
Nicolette M. Grasley-Boy ◽  
Nicholas A. Gage ◽  
Michael Lombardo ◽  
Lucas Anderson
Keyword(s):  
Law Enforcement ◽  
Behavior Problems ◽  
Positive Behavior ◽  
Future Research ◽  
Additive Effects ◽  
Behavior Interventions ◽  
School Suspension ◽  
Positive Behavior Interventions ◽  
Tier 1 ◽  
Out Of School

Schools continue to rely on disciplinary exclusions as a consequence for behavioral rule violations, despite evidence that removing students from instruction for discipline purposes is associated with poor behavioral, academic, and social outcomes. School-wide positive behavior interventions and supports (SWPBIS) is one multitiered support framework used to prevent behavior problems while developing effective and efficient systems for intervening with students who require more support. Prior research suggests implementing Tier 1 of SWPBIS with fidelity is associated with reductions in disciplinary exclusions. In this study, we evaluated the additive effects of implementing Tier 1 and advanced tiers (i.e., Tiers 2 and 3) with fidelity compared with Tier 1 alone for 558 schools in California. Results indicate schools implementing all three tiers with fidelity had significantly lower rates of students receiving one out-of-school suspension, out-of-school suspension incidents, and students referred to law enforcement. We also discuss implications and recommendations for future research.

Repeated School Suspensions: Who Receives Them, What Reasons Are Given, and How Students Fare

2021 ◽  
pp. 001312452110098
Author(s):  
Kimber L. Wilkerson ◽  
Kemal Afacan
Keyword(s):  
Students With Disabilities ◽  
Negative Relationship ◽  
Instructional Time ◽  
School Suspensions ◽  
Behavior Outcomes ◽  
And Behavior Outcomes ◽  
And Behavior ◽  
The Relationship ◽  
Academic Year ◽  
Out Of School

Although out-of-school school suspensions have been correlated with negative school outcomes, they are still a common formal response given to students whose behavior is deemed problematic. Being suspended multiple times within an academic year results in students losing even more instructional time. In this study, we used longitudinal data for students from elementary to high school to examine: (a) demographic characteristics of students who received repeated out-of-school suspensions across six consecutive years, (b) common infractions that resulted in those school suspensions, and (c) the relationship between repeated suspensions and students’ later academic and behavior outcomes. We found that a high number of male and Black students, as well as students with disabilities, received repeated suspensions with minor infractions reported as the most common reasons. Regression analyses revealed a significant and negative relationship between repeated suspensions in the early grades and the number of suspensions students received in secondary school.

scholarly journals The School of Life Dropout Prevention Curriculum: A Case Report

2021 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Grace Wayman ◽  
Leanne S. Hawken ◽  
Hannah M. Wright ◽  
Christian V. Sabey ◽  
Julia Fleming ◽  
...  
Keyword(s):  
Case Report ◽  
School Administrators ◽  
The United States ◽  
Drop Out ◽  
Dropping Out ◽  
Behavior Interventions ◽  
Positive Behavior Interventions ◽  
Prevention Curriculum ◽  
The Us ◽  
Out Of School

Students in high school or secondary school face challenges that too often lead them to drop out of school. Administrators and staff in many of these schools have attempted to address this challenge by adopting a framework of Positive Behavior Interventions and Supports (PBIS) that offers graduated tiers of intervention suited to students’ needs. One such intervention that has been used in some parts of the US, was developed by the School of Life Foundation (SOLF). The intervention consists of a life-skills curriculum that supports students by addressing factors related to increased probability of dropping out of school. This article provides a case report, from the United States, of the SOLF intervention in the context of a PBIS framework.

A Review of Schoolwide Positive Behavior Interventions and Supports as a Framework for Reducing Disciplinary Exclusions

2018 ◽  
Vol 52 (3) ◽  
pp. 142-151 ◽  
Author(s):  
Nicholas A. Gage ◽  
Denise K. Whitford ◽  
Antonis Katsiyannis
Keyword(s):  
Treatment Effect ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Discipline Referrals ◽  
Positive Behavior ◽  
School Level ◽  
Outcome Variable ◽  
Behavior Interventions ◽  
Office Discipline Referrals ◽  
Positive Behavior Interventions

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.

Commentary: Evolution of Positive Behavior Support and Future Directions

2017 ◽  
Vol 20 (1) ◽  
pp. 23-26 ◽  
Author(s):  
Tim Knoster
Keyword(s):  
Students With Disabilities ◽  
Positive Behavior Support ◽  
Positive Behavior ◽  
Behavior Interventions ◽  
Community Settings ◽  
Behavior Support ◽  
Research Perspective ◽  
Positive Behavior Interventions ◽  
Units Of Analysis ◽  
Challenges And Opportunities

The field of Positive Behavior Support has expanded and evolved significantly since the first issue of Journal of Positive Behavior Interventions (JPBI) was published. This growth is further evidenced through application of Positive Behavior Support across various contexts (home, school, and community settings), populations (young children, school populations including students with disabilities, and adults) as well as, from a research perspective, units of analysis (Positive Behavior Support provided with individuals and entire systems). This commentary highlights both challenges and opportunities associated with the expanded application of Positive Behavior Support.

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