Reducing Discipline and Safety Issues: A District-Wide Bus-PBIS Initiative

2018 ◽  
Vol 27 (2) ◽  
pp. 99-107 ◽  
Author(s):  
Jamie T. Goldin ◽  
Sara C. McDaniel
Keyword(s):  
Academic Success ◽  
School Districts ◽  
Behavioral Interventions ◽  
Student Behavior ◽  
At Risk Students ◽  
School Bus ◽  
Safety Issues ◽  
School Settings ◽  
Positive Behavioral Interventions ◽  
Carry Over

Positive behavioral interventions and supports (PBIS) is a means to proactively address student behavior in all school settings. Misbehavior on the school bus can lead to issues with safety, carry over to school and home, and hinder at-risk students’ academic success. Students’ behavior can be supported on the bus through the implementation of a bus-PBIS framework. School districts can implement PBIS on the bus through establishing leadership, creating a bus-PBIS framework, training, implementation, and monitoring/regeneration.

Positive Behavioral Interventions and Supports in Schools: A Tutorial

2019 ◽  
Vol 50 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Yolanda Keller-Bell ◽  
Maureen Short
Keyword(s):  
Behavioral Interventions ◽  
School Systems ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
School Settings ◽  
Positive Behavioral Interventions ◽  
Behavioral Expectations ◽  
Outcomes For Children

Purpose Positive behavioral interventions and supports (PBIS) provide a framework for behavioral expectations in school systems for children with and without disabilities. Speech-language pathologists who work in school settings should be familiar with this framework as part of their role in improving the outcomes for children. The purpose of this tutorial is to discuss PBIS and its use in school settings. Method The authors provide an overview of the PBIS framework and focus on its applicability in classroom-based settings. The process of implementing PBIS in classrooms and other settings such as speech-language therapy is discussed. Conclusions This tutorial provides speech-language pathologists with an overview of PBIS and may facilitate their understanding of how to implement PBIS in nonclassroom settings.

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.

Readiness for Positive Behavioral Interventions and Supports and School Mental Health Interconnection: Preliminary Development of a Stakeholder Survey

2016 ◽  
Vol 25 (2) ◽  
pp. 82-95 ◽  
Author(s):  
Vittoria Anello ◽  
Mark Weist ◽  
Lucille Eber ◽  
Susan Barrett ◽  
Joanne Cashman ◽  
...  
Keyword(s):  
Mental Health ◽  
Behavioral Interventions ◽  
Student Behavior ◽  
School Mental Health ◽  
Relevant Literature ◽  
The United States ◽  
Practice Research ◽  
Mental Health Systems ◽  
Missed Opportunities ◽  
Positive Behavioral Interventions

Positive behavioral interventions and supports (PBIS) and school mental health (SMH) are prominent initiatives in the United States to improve student behavior and promote mental health and wellness, led by education and mental health systems, respectively. Unfortunately, PBIS and SMH often operate separately in districts and schools, resulting in a number of missed opportunities for interconnecting programs and services and increasing their depth and quality within multi-tiered frameworks of prevention, support, and intervention. The current article details a necessary first step in the process of improved interconnection of these two frameworks by describing the development of a process and tool for schools/districts to assess readiness for connecting PBIS and SMH through a blended system. Relevant literature, pilot data, and methodology are discussed, in addition to psychometric properties of the survey and future applications of this instrument for practice, research, and policy.

An analysis of teacher perceived barriers to the implementation of evidence-based practices

2019 ◽  
Vol 43 (1) ◽  
pp. 5-13
Author(s):  
John J. Wheeler ◽  
Stacy L. Carter ◽  
Samuel E. Smith
Keyword(s):  
Behavioral Interventions ◽  
Qualitative Evaluation ◽  
The United States ◽  
Perceived Barriers ◽  
Evidence Based ◽  
Implementation Barriers ◽  
Evidence Based Practices ◽  
School Settings ◽  
Positive Behavioral Interventions ◽  
Widespread Implementation

Evidence-based practices in the field of special education within the United States has been well defined in the literature yet challenges persist with the widespread implementation of these practices within school settings. There are many factors that can negatively influence the portability of these practices in classroom settings that remain unaddressed in the literature. The results of a qualitative evaluation aimed at determining teacher’s perspectives on barriers to implementing evidence-based procedures in the area of positive behavioral interventions and supports (PBIS) are described. Data analysis revealed several highly pertinent barriers that teachers face in their attempts to implement evidence-based practices in the classroom. Recommendations for minimizing these implementation barriers are discussed.

scholarly journals Positive Behavior Interventions and Supports Implementation in Secure Care Juvenile Justice Schools: Results of a National Survey of School Administrators

2018 ◽  
Vol 44 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Joseph Calvin Gagnon ◽  
Brian R. Barber ◽  
Ilker Soyturk
Keyword(s):  
Public Schools ◽  
Juvenile Justice ◽  
Behavioral Interventions ◽  
Student Behavior ◽  
School Administrators ◽  
The United States ◽  
Response Monitoring ◽  
Positive Behavior Interventions ◽  
Positive Behavioral Interventions ◽  
Crisis Prevention

Despite the prevalence of Positive Behavioral Interventions and Supports (PBIS) for addressing student behavior in public schools, little information exists on the extent and consistency of implementation efforts in secure juvenile justice (JJ) schools. Reports of fidelity to core PBIS processes and components are needed to determine the ubiquity of comprehensive efforts and link implementation to outcomes. All 301 JJ schools in the United States were sent a survey and we report on responses from 143 (47.5%) principals. The survey focused on (a) use of multitiered systems of behavior supports; (b) organizational leadership and training; (c) expectations and consequences; (d) behavior response, monitoring, and oversight; and (e) crisis prevention and management. Approximately 84% of respondents identified alignment with a multitiered framework for behavioral supports. However, fewer supports were available to youth with more serious behavioral needs (i.e., at Tiers 2 and 3). Additional results, implications, and recommendations are provided.

Not Separate but Not Equal: Improving Equity in Discipline in Racially and Ethnically Diverse School Settings

2021 ◽  
pp. 107429562110241
Author(s):  
Sara C. McDaniel ◽  
Daniel Cohen ◽  
Tamika LaSalle ◽  
Rhonda Nese
Keyword(s):  
Data Analysis ◽  
Behavioral Interventions ◽  
Culturally Responsive ◽  
Implicit Bias ◽  
Code Of Conduct ◽  
Ethnically Diverse ◽  
Systems Change ◽  
Structural Racism ◽  
School Settings ◽  
Positive Behavioral Interventions

Educational inequities leading to deleterious outcomes and related to discipline continue within racially and ethnically diverse schools for a myriad of reasons. Districts and schools require deliberate planning and systems change prioritized by educational administrators to address both interpersonal and structural racism and biases. This article outlines a blueprint that leverages the positive behavioral interventions and supports framework in completion of the following: (a) code of conduct revisions, (b) data analysis, (c) cultural and implicit bias awareness, and (d) culturally responsive hiring, training, and teaching.

Including Students With Disabilities in Positive Behavioral Interventions and Supports: Experiences and Perspectives of Special Educators

2016 ◽  
Vol 19 (3) ◽  
pp. 143-157 ◽  
Author(s):  
Brooke C. Shuster ◽  
Jenny R. Gustafson ◽  
Abbie B. Jenkins ◽  
Blair P. Lloyd ◽  
Erik W. Carter ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Behavioral Interventions ◽  
Student Behavior ◽  
Special Educators ◽  
Research And Practice ◽  
Potential Barriers ◽  
Positive Behavioral Interventions ◽  
High Incidence ◽  
Low Incidence ◽  
High Incidence Disabilities

As interest in proactive and systematic approaches to supporting positive student behavior grows, important questions remain about the ways in which special education staff and their students participate in school-wide Positive Behavioral Interventions and Supports (PBIS). We report findings from a statewide study of 849 special educators addressing (a) their involvement in their school’s PBIS framework, (b) the ways their students with disabilities participate, (c) potential barriers to such participation, and (d) the topics and avenues through which they desire professional development. Special educators rarely participated in school-wide PBIS teams, reported variability in the extent to which their students with disabilities participated in aspects of the school’s framework, indicated that they implemented some features of the framework in their classroom more than others, and highlighted salient barriers to student involvement. The views and actions of special educators working primarily with students with low-incidence disabilities differed from those of teachers working with students with high-incidence disabilities. We discuss implications for research and practice aimed at enhancing the implementation and impact of school-wide PBIS on students with disabilities.

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.

Peer-Mediated Interventions

2019 ◽  
pp. 368-386
Author(s):  
Evan H. Dart ◽  
Lauren E. McKinley ◽  
Kate A. Helbig
Keyword(s):  
Behavioral Interventions ◽  
Student Behavior ◽  
Ethical Issues ◽  
Challenging Behaviors ◽  
Alternative Behavior ◽  
Teacher Implementation ◽  
Peer Modeling ◽  
School Settings ◽  
Tier Ii ◽  
Meta Analyses

Peer-mediated interventions reduce teacher implementation demand by capitalizing on the abundance of students within school settings who may be trained to function as interventionists. Recent meta-analyses have identified peer-mediated interventions as empirically based for addressing challenging behaviors in students. This chapter describes various types of peer-mediated interventions that may be utilized to address student behavior. Specifically, peer management and peer modeling are introduced and described in order to provide practitioners with alternative behavior intervention options within Tier II of an MTSS framework. Additionally, this chapter provides practitioners with a framework for identifying student interventionists and describes practical and ethical issues that are unique to peer-mediated behavioral interventions.

Administrators’ Perception of Their Role in School-wide Positive Behavior Interventions and Supports Implementation

2020 ◽  
pp. 105268462097206
Author(s):  
Michael Scaletta ◽  
Marie Tejero Hughes
Keyword(s):  
Elementary School ◽  
Challenging Behavior ◽  
Behavioral Interventions ◽  
Student Behavior ◽  
School Administrators ◽  
Implementation Process ◽  
Positive Behavior Interventions ◽  
Positive Behavioral Interventions ◽  
Student Safety ◽  
Elementary School Administrators

School administrators are called upon to enact and maintain school-wide systems and programs that promote student safety and success. The positive behavioral interventions and supports (PBIS) framework is a popular school-wide approach for teaching, maintaining, and addressing student behavior through a three-tiered framework with the aim of reducing challenging behavior and enhancing opportunities for learning by all students. Thus, the purpose of this study was to learn more about how elementary school administrators set the stage for, and participate in, school-wide PBIS implementation. Ten elementary school administrators who were successfully implementing the PBIS framework were interviewed. Analysis of the interviews revealed that administrators indicated that their primary responsibilities in the PBIS implementation process included maintaining the fidelity of systems, rationalizing system for staff, moving the school-wide implementation forward, and building capacity within and across teams and that, central to the success, was continued communication with stakeholders, including teachers.

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