School-Wide Positive Behavior Support Telecoaching in a Rural District

2019 ◽  
Vol 48 (3) ◽  
pp. 335-355 ◽  
Author(s):  
Sara C. McDaniel ◽  
Bradley S. Bloomfield
Keyword(s):  
Behavioral Interventions ◽  
Technical Assistance ◽  
Implementation Fidelity ◽  
Rural School ◽  
Rural School Districts ◽  
Behavior Support ◽  
Rural School District ◽  
Positive Behavioral Interventions ◽  
Use Of Resources ◽  
Rural Settings

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.

scholarly journals Transition Services in Eight Rural Counties of Western New York: Views of Directors of Special Education

2018 ◽  
Vol 37 (3) ◽  
Author(s):  
Bruce A. Shields ◽  
Mindy S. Scirri ◽  
Michael R. Berta ◽  
Kara M. Klump
Keyword(s):  
New York ◽  
Special Education ◽  
School Districts ◽  
Transition Services ◽  
Rural School ◽  
Rural School Districts ◽  
Directors Of Special Education ◽  
Rural School District ◽  
Rural Settings ◽  
Made In

Rural school districts face different challenges than urban and suburban districts. In fact, several Rural Systemic Initiatives (RSIs) have been established around the country to isolate and address rural school district issues (Harmon & Smith, 2012). In order to improve the effectiveness of transition services in rural schools, feedback from stakeholders in the process is vital. Directors of special education, specifically, must work to facilitate a quality and seamless process for transition despite challenges, and those working in rural settings may face additional obstacles. This study examines the perspectives of these front-line providers in order to begin to understand the difficulties that rural school districts, in particular, must overcome. The challenges and suggestions expressed by directors of special education impact the trajectory of improvements that need to be made in rural education transition services.  These improvements will not only streamline processes for rural educators and staff involved in transition, but will ultimately benefit the families they serve.

Illinois Statewide Positive Behavioral Interventions and Supports

2011 ◽  
Vol 14 (1) ◽  
pp. 5-16 ◽  
Author(s):  
Brandi Simonsen ◽  
Lucille Eber ◽  
Anne C. Black ◽  
George Sugai ◽  
Holly Lewandowski ◽  
...  
Keyword(s):  
Student Performance ◽  
Academic Outcomes ◽  
Behavioral Interventions ◽  
Student Behavior ◽  
Implementation Fidelity ◽  
Discipline Referrals ◽  
Behavior Support ◽  
Positive Behavioral Interventions ◽  
Reading And Math ◽  
Illinois Schools

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.

Factors Predicting Sustained Implementation of a Universal Behavior Support Framework

2018 ◽  
Vol 47 (5) ◽  
pp. 307-316 ◽  
Author(s):  
Kent McIntosh ◽  
Sterett H. Mercer ◽  
Rhonda N. T. Nese ◽  
M. Kathleen Strickland-Cohen ◽  
Angus Kittelman ◽  
...  
Keyword(s):  
Behavioral Interventions ◽  
Structural Equation ◽  
Strong Predictor ◽  
Critical Mass ◽  
Implementation Fidelity ◽  
Equation Modeling ◽  
Behavior Support ◽  
Grade Levels ◽  
Positive Behavioral Interventions ◽  
District Implementation

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.

Examining Teaming and Tier 2 and 3 Practices Within a PBIS Framework

2021 ◽  
pp. 109830072110510
Author(s):  
Rhonda N. T. Nese ◽  
Angus Kittelman ◽  
M. Kathleen Strickland-Cohen ◽  
Kent McIntosh
Keyword(s):  
Behavioral Interventions ◽  
Data Use ◽  
Future Research ◽  
Evidence Based ◽  
Tier 2 ◽  
Behavior Support ◽  
Evidence Based Practices ◽  
Research And Practice ◽  
Positive Behavioral Interventions ◽  
Core Feature

One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully adopt and sustain implementation of multi-tiered systems of behavior support. However, more research is currently needed to better understand the various teaming configurations, structures, and practices commonly used by PBIS teams in typical schools, particularly at advanced tiers. For the current study, members of school and district PBIS teams representing 718 schools were surveyed to better understand (a) teaming configurations and practices currently being used in schools implementing PBIS and (b) common interventions that PBIS teams report implementing at Tiers 2 and 3. Survey findings are discussed, along with implications of those results for future research and practice in applied settings.

Longitudinal Associations Between SWPBIS Fidelity of Implementation and Behavior and Academic Outcomes

2018 ◽  
Vol 43 (3) ◽  
pp. 357-369 ◽  
Author(s):  
Jerin Kim ◽  
Kent McIntosh ◽  
Sterett H. Mercer ◽  
Rhonda N. T. Nese
Keyword(s):  
Academic Outcomes ◽  
Behavioral Interventions ◽  
Implementation Fidelity ◽  
Discipline Referrals ◽  
Fidelity Of Implementation ◽  
Office Discipline Referrals ◽  
Positive Behavioral Interventions ◽  
School Suspensions ◽  
K 12 ◽  
And Behavior

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.

Using Videos to Promote Positive Behavioral Interventions and Supports: A Qualitative Study

2019 ◽  
Vol 35 (2) ◽  
pp. 76-86 ◽  
Author(s):  
Shanna E. Hirsch ◽  
Ashley S. MacSuga-Gage ◽  
Robin Parks Ennis ◽  
Hannah Morris Mathews ◽  
Kathryn Rice ◽  
...  
Keyword(s):  
Behavioral Interventions ◽  
Student Behavior ◽  
Film Festival ◽  
Behavior Support ◽  
Collective Case Study ◽  
Positive Behavioral Interventions ◽  
Behavioral Expectations ◽  
Video Creation ◽  
Current Utilization

Positive behavioral interventions and supports (PBIS) is an empirically-based framework for proactively supporting student behavior across school settings. One technique schools utilize to teach and reinforce behavioral expectations is through the use of video. Since 2010, the Association for Positive Behavior Support has hosted the PBIS Film Festival at the annual meeting to showcase schools’ use of video with 56 videos entered in the PBIS Film Festival in 2017. Despite the current utilization of videos as a means to sustain and/or support PBIS initiatives, the supports for creating and procedures for disseminating videos remain unclear. The purpose of this qualitative collective case study was to gain an understanding of how schools are creating (e.g., resources, administration commitment) and utilizing (i.e., screening) PBIS videos. Interviews were conducted with 14 PBIS film creators who submitted videos to the 2017 annual PBIS Film Festival. Analysis revealed themes surrounding the development and use of PBIS videos. Implications for PBIS video creation and use are provided.

The Impact of Positive Behavior Interventions and Supports on Teachers’ Perceptions of Teaching Conditions and Student Achievement

2017 ◽  
Vol 19 (3) ◽  
pp. 168-179 ◽  
Author(s):  
Gary W. Houchens ◽  
Jie Zhang ◽  
Kelly Davis ◽  
Chunling Niu ◽  
Kyong Hee Chon ◽  
...  
Keyword(s):  
Student Achievement ◽  
Teacher Perceptions ◽  
Behavioral Interventions ◽  
Implementation Fidelity ◽  
Organizational Health ◽  
Office Referrals ◽  
Teachers Perceptions ◽  
Positive Behavior Interventions ◽  
Positive Behavioral Interventions ◽  
The Impact

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.

Enhancing Family Engagement in Schoolwide Positive Behavioral Interventions and Supports

2018 ◽  
Vol 54 (4) ◽  
pp. 195-203 ◽  
Author(s):  
S. Andrew Garbacz
Keyword(s):  
School Climate ◽  
Positive Behavior Support ◽  
Behavioral Interventions ◽  
Family Engagement ◽  
Positive Behavior ◽  
Evidence Based ◽  
Behavior Support ◽  
Appropriate Behavior ◽  
Positive Behavioral Interventions ◽  
Pilot Investigation

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.

Rural Special Education Teachers' Knowledge and Use of Telecomputer Networks1

1996 ◽  
Vol 15 (4) ◽  
pp. 3-10
Author(s):  
Ron Nelson ◽  
Flint Simonsen ◽  
Karen Michaelson
Keyword(s):  
Special Education ◽  
School Districts ◽  
Special Education Teachers ◽  
Special Educators ◽  
Rural School ◽  
Rural School Districts ◽  
Use Of Resources ◽  
Student Access ◽  
Teacher Use

This study investigates rural special education teachers' knowledge and use of telecomputer networks and telecomputer resources. Specifically, special educators from 173 rural school districts were surveyed regarding: (a) their familiarity with and use of telecomputer networks; (b) teacher use of resources available on telecomputer networks; (c) student access to telecomputing resources, and (d) obstacles to using telecomputer networks. The results of the survey indicate that telecomputer networks and telecomputer resources are not utilized relative to their potential. The implications of the results are discussed.

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.

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