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.

The impact of school-wide positive behavioral interventions and supports (PBIS) on the organizational health of elementary schools.

2008 ◽  
Vol 23 (4) ◽  
pp. 462-473 ◽  
Author(s):  
Catherine P. Bradshaw ◽  
Christine W. Koth ◽  
Katherine B. Bevans ◽  
Nicholas Ialongo ◽  
Philip J. Leaf
Keyword(s):  
Elementary Schools ◽  
Behavioral Interventions ◽  
Organizational Health ◽  
Positive Behavioral Interventions ◽  
The Impact

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.

scholarly journals The Impact of Administrative Decisions on Implementation Fidelity of Direct Instruction and Student Achievement

2019 ◽  
Vol 43 (1) ◽  
pp. 18-28 ◽  
Author(s):  
Jean Stockard
Keyword(s):  
Student Achievement ◽  
Teacher Preparation ◽  
Teacher Training ◽  
Direct Instruction ◽  
Implementation Fidelity ◽  
Effect Sizes ◽  
Achievement Data ◽  
Training Teacher ◽  
Teacher Fidelity ◽  
The Impact

This article examined the extent to which administrative decisions that affected the implementation fidelity of Direct Instruction programs were related to student achievement. Data from three studies showed that administrative decisions that disregarded recommended protocols regarding teacher training, teacher preparation, and student schedules were related to lower levels of teacher fidelity, student progress at mastery, and student achievement. Most results were statistically significant and had large associated effect sizes. Implications for practice and policy are discussed.

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.

RAMP and PBIS: “They Definitely Support One Another”: The Results of a Phenomenological Study (Part One)

2017 ◽  
Vol 21 (1) ◽  
pp. 1096-2409-21.1. ◽  
Author(s):  
Emily Goodman-Scott ◽  
Tim Grothaus
Keyword(s):  
School Counselors ◽  
Behavioral Interventions ◽  
School Counselor ◽  
Phenomenological Study ◽  
Phenomenological Inquiry ◽  
Positive Behavioral Interventions ◽  
School Counseling Programs ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
The Impact

Scholars have explored the impact of comprehensive school counseling programs on student outcomes, including those programs that garnered the RAMP (Recognized ASCA [American School Counselor Association] Model Program) designation. A surfeit of empirical examinations of positive behavioral interventions and supports (PBIS) outcomes also are extant. Although researchers have investigated RAMP and PBIS individually and conceptual articles have suggested models for aligning these two frameworks, scholarly investigations of their interaction are scarce. Researchers in this study conducted a phenomenological inquiry with 10 school counselors employed in schools that featured both a RAMP designation and implementation of PBIS with fidelity. The researchers determined four resulting themes regarding school counselors’ lived experiences working in schools with both the RAMP designation and high levels of PBIS implementation: (a) RAMP–PBIS interaction, (b) “the data is amazing,” (c) “part of the [school] culture,” and (d) challenges and benefits.

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.

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 Teacher perceptions of influence, autonomy, and satisfaction in the early Race to the Top era

2018 ◽  
Vol 26 ◽  
pp. 62
Author(s):  
Kim B. Wright ◽  
Samantha M. Shields ◽  
Katie Black ◽  
Manjari Banerjee ◽  
Hersh C. Waxman
Keyword(s):  
Job Satisfaction ◽  
Teacher Evaluation ◽  
Teacher Perceptions ◽  
Standardized Test ◽  
Race To The Top ◽  
Early Years ◽  
School Level ◽  
Teachers Perceptions ◽  
K 12 ◽  
The Impact

In the present study, hierarchical linear modeling with random intercept models was used to estimate the impact school and teacher-level factors had on K-12 teachers’ perceptions of school influence, curricular and pedagogical autonomy, and job satisfaction in the early years of the Race to the Top Era. The main predictors investigated were whether students’ standardized test scores were used as a component of either a teacher’s formal teacher evaluation or compensation, as well as whether teachers worked in a Race to the Top state. Additional school- and teacher-level predictors included percentage minority teachers and students, urbanicity of the school, teacher grade band, years teaching experience, and annual base salary. The study’s findings include statistically significantly yet small, negative correlations between teaching in a RTTT Phase I or II state at the time of the survey and teachers’ perceptions of their school-level influence, curricular autonomy, and pedagogical autonomy. In addition, the use of SGM measures in teacher evaluation, compensation, or both, statistically significantly negatively predicted both teachers’ pedagogical and curricular autonomy, as well as job satisfaction. These findings are consistent with previous studies that found teachers’ classroom autonomy and job satisfaction to be lessened post-NCLB (Crocco & Costigan, 2007; Faulker & Cook, 2006; Huss & Eastep, 2011). 

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.

Sign in / Sign up

Export Citation Format

Share Document