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.

Tier 2 Behavior Interventions: By the Student, for the Student

2021 ◽  
pp. 105345122199481
Author(s):  
Patrick J. Mallory ◽  
Patricia K. Hampshire ◽  
Deborah R. Carter
Keyword(s):  
Student Involvement ◽  
Development Process ◽  
Learning Experiences ◽  
Positive Behavior ◽  
Individual Student ◽  
Tier 2 ◽  
Behavior Interventions ◽  
Student Needs ◽  
Positive Behavior Interventions ◽  
Tier 2 Interventions

Research suggests that students are more invested in behavior interventions when they are involved in the development process. Tier 2 behavior interventions in a positive behavior interventions and supports (PBIS) framework can be tailored to embed student involvement and meet individual student needs. The purpose of this article is threefold. First, it explores the importance of student involvement throughout the development and implementation of behavior interventions. Second, a case is made for embedding student involvement at the Tier 2 level of support. Finally, suggestions and examples are provided to aid educators and practitioners with improving student involvement in implementing several common Tier 2 interventions. Using this model can empower students to take charge of their own interventions, resulting in more meaningful learning experiences.

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.

scholarly journals Combining Tier 2 and Tier 3 Supports for Students with Disabilities in General Education Settings

2016 ◽  
Vol 2 (2) ◽  
pp. 331 ◽  
Author(s):  
K. Sandra MacLeod ◽  
Leanne S. Hawken ◽  
Robert E. O'Neill ◽  
Kaitlin Bundock
Keyword(s):  
General Education ◽  
Problem Behavior ◽  
Students With Disabilities ◽  
Problem Behaviors ◽  
Secondary Level ◽  
Tier 2 ◽  
Research And Practice ◽  
Tier 2 Interventions ◽  
Teachers And Students ◽  
Tier 3

<p>Secondary level or Tier 2 interventions such as the Check-in Check-out (CICO) intervention effectively reduce problem behaviors of students who are non-responsive to school-wide interventions. However, some students will not be successful with Tier 2 interventions. This study investigated the effects of adding individualized function-based support for four students with disabilities who were not successful in general education settings while receiving only a secondary level intervention. Results indicated that the combination of secondary and individualized function-based interventions effectively decreased problem behavior for all participants. Teachers and students rated the interventions as acceptable and effective. Research and practice implications are discussed.</p>

Family-Professional Partnerships Within Schoolwide Positive Behavior Interventions and Support (SWPBIS): Preliminary Evidence for the Partnering for Positive Behavior (PPB) Meeting Strategy

Inclusion ◽  
2017 ◽  
Vol 5 (4) ◽  
pp. 248-262
Author(s):  
Kathleen B. Kyzar ◽  
M. Kathleen Strickland-Cohen
Keyword(s):  
Problem Behavior ◽  
Preliminary Evidence ◽  
Positive Behavior ◽  
Behavior Interventions ◽  
Student Behaviors ◽  
School Settings ◽  
Positive Behavior Interventions ◽  
Behavioral Expectations ◽  
Family Engagement Practices ◽  
Home And School

AbstractSchoolwide Positive Behavior Interventions and Support (SWPBIS) has been shown to be effective in improving prosocial student behaviors, which increases the likelihood of inclusive placements for students within school settings. However, to date, the SWPBIS model has lacked research-based knowledge about partnership-oriented family engagement practices that involve families and educators of students with mild to moderate problem behavior (i.e., problem behavior that does not require intensive, individualized intervention) using shared decision making to address student behavioral outcomes across home and school settings. This article reports the results of a pilot study examining Partnering for Positive Behavior (PPB), a partnership-oriented teacher-family member meeting strategy designed to address the needs of students struggling to meet classwide behavioral expectations. Participants were five educators in elementary and middle school settings. Data were analyzed utilizing a qualitative approach to generate themes. Results suggested participants and family members addressed positively stated behavioral expectations and defined them in a similar manner across the home and school settings. Overall, participants were satisfied with the PPB process, especially the strengths-based aspect of the meeting, and they judged PPB as usable and feasible given their current resources. Discussion and implications of these findings are offered.

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.

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 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.

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