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.

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.

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 PRELIMINARY OUTCOMES AND CHALLENGES TO IMPLEMENTING SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS IN 30 GREEK PRIMARY SCHOOLS

2021 ◽  
Vol 8 (5) ◽  
Author(s):  
Theodoros Goutas ◽  
Ioannis Trikkaliotis ◽  
Petros Kliapis ◽  
Argiris Theodosiou ◽  
Nikolaos Tsigilis ◽  
...  
Keyword(s):  
Behavioral Problems ◽  
Challenging Behavior ◽  
Primary Schools ◽  
Positive Behavior ◽  
Educational Systems ◽  
Behavior Interventions ◽  
Implementation Challenges ◽  
School Year ◽  
Positive Behavior Interventions ◽  
Tier 1

<p>School-Wide Positive Behavior Interventions and Supports (SWPBIS) is an evidence-based three-tier school-wide framework for preventing and treating challenging behavior in schools, improving overall school climate, and promoting teachers' teaming and collaboration. SWPBIS outcomes, such as the decrease of students' behavioral problems and improvement of teachers' cooperation, have been well established across various educational systems in many countries. The purpose of this qualitative study is to investigate stakeholders' perceptions about the preliminary outcomes and challenges of the SWPBIS Tier 1 implementation in 30 Greek primary schools. A semi-structured focus group was conducted with stakeholders from Greek primary schools about their experiences from the implementation of SWPBIS Tier 1 during the 2019-2020 school year. Three key categories were identified: (a) perceptions about the initial SWPBIS outcomes, (b) implementation challenges, and (c) suggestions on additional supports. Practical implications and results are discussed in terms of how they can be used in sustaining SWPBIS in the Greek context.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0774/a.php" alt="Hit counter" /></p>

School-Wide Positive Behavior Interventions and Supports: Fidelity of Tier 1 Implementation in 117 Dutch Schools

2019 ◽  
Vol 22 (3) ◽  
pp. 156-166
Author(s):  
Monique J. M. Nelen ◽  
Anita Blonk ◽  
Ron H. J. Scholte ◽  
Eddie Denessen
Keyword(s):  
Behavioral Problems ◽  
School Context ◽  
Stakeholder Involvement ◽  
Positive Behavior ◽  
Behavior Interventions ◽  
Evaluation Tool ◽  
Positive Behavior Interventions ◽  
Tier 1 ◽  
Tool Set ◽  
Core Features

School-wide positive behavior interventions and supports (SWPBIS) is a school-wide approach to create a safe and positive school climate. SWPBIS is a framework in which core features and procedures need to be adjusted to its specific school context, referred to as contextual fit. Implementing with fidelity is related to positive outcomes such as a decrease of behavioral problems. Therefore, when adapting SWPBIS to the context, fidelity of implementation needs to be assured. At the introduction of SWPBIS in the Netherlands in 2009, several procedures were adapted to the Dutch educational context, and different modalities of supporting schools in implementing SWPBIS emerged. In this study, the Tiered Fidelity Inventory (TFI) and School-Wide Evaluation Tool (SET) were used to assess fidelity of Tier 1 implementation in 117 Dutch schools. The average period of SWPBIS implementation was 2 years 5 months. Results showed that all core features and procedures were present. Mean total scores were 60% for the TFI and 70% for the SET. Most participating schools appeared to have leadership teams, expectations were taught, and acknowledgment provided. Teams had been trained, and discipline data collected. Compared with other features, annual evaluation, data-based decision making, and stakeholder involvement were less well implemented.

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.

Implementing Facility-Wide Positive Behavior Interventions and Supports in Secure Juvenile Correction Settings: Results of an Evaluation Study

2020 ◽  
Vol 41 (2) ◽  
pp. 70-79
Author(s):  
Jeffrey Sprague ◽  
Kristine Jolivette ◽  
Lauren J. Boden ◽  
Eugene Wang
Keyword(s):  
Repeated Measures ◽  
Social Validity ◽  
Implementation Fidelity ◽  
Evaluation Study ◽  
Positive Behavior ◽  
Future Research ◽  
Behavior Interventions ◽  
Evaluation Tool ◽  
Positive Behavior Interventions ◽  
Juvenile Facilities

In this study, we assessed the feasibility and social validity of an adapted approach to positive behavior interventions and supports (PBIS) implementation in secure juvenile facilities. The authors developed a comprehensive model of facility-wide positive behavior interventions and supports (FW-PBIS) for use in secure juvenile correctional facilities, both detention and long term, as well as state and privately run. FW-PBIS leadership team members that included all major facility roles (education, corrections, mental health, medical, recreation) participated in staff development activities and implemented the advocated approaches over the course of the study. We assessed the fidelity, feasibility, and social validity of FW-PBIS in a repeated-measures evaluation study across 50 secure juvenile facilities. We collected intervention fidelity data using a version of the School-Wide Evaluation Tool modified to reflect the unique features of secure juvenile facilities. We also gathered behavioral incident data from the facilities, but it was not possible to combine these data across sites due to the vast differences in data collection, definitions/classifications, and storage systems from state to state. Results indicated that all participating facilities were able to achieve acceptable FW-PBIS implementation fidelity. Staff rated the intervention as acceptable, feasible, and were willing to implement FW-PBIS practices. Staff members also reported gains in sense of efficacy in their roles. Results are discussed in terms of limitations of the current study, future research, and practice needs.

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.

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.

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