Benchmarks of Equality? School-Wide Positive Behavioral Interventions and Supports and the Discipline Gap

2021 ◽  
pp. 109830072110400
Author(s):  
Christopher M. Barclay ◽  
Jose Castillo ◽  
Don Kincaid
Keyword(s):  
Behavioral Interventions ◽  
School Discipline ◽  
The United States ◽  
Disciplinary Action ◽  
Systemic Racism ◽  
Discipline Gap ◽  
Discipline Practices ◽  
Positive Behavioral Interventions ◽  
Significant Relationships ◽  
Latinx Youth

In U.S. schools, Black and Latinx youth receive disciplinary action at rates greater than their White peers. In the context of systemic racism in the United States, proposed systemic solutions such as school-wide positive behavioral interventions and supports (SWPBIS) should be evaluated for their effectiveness in producing more equitable school discipline. In light of mixed evidence for a SWPBIS–equity relationship, this study examined the merits of five SWPBIS elements demonstrating promise in the literature or underexamined potential for reducing discipline rates and disparities for Black and Latinx students in a sample of 322 SWPBIS-implementing schools serving a total of 292,490 students (19% Black, 28% Latinx) in a southeastern state. Multiple linear regression results indicated that higher fidelity to SWPBIS Classroom Systems was related to lower discipline risk for all students, including Black and Latinx students, but not more equitable discipline practices. Higher fidelity to SWPBIS Expectations was related to higher suspension risk among Black students, whereas higher levels of Recognition were related to more equitable suspension practices. No significant relationships were observed between Lessons and Data Analysis and disciplinary rates or equity. Implications for the research and practice of SWPBIS are discussed in the context of promoting more equitable and socially just discipline practices.

Reducing Coercion in Schools

2015 ◽  
Author(s):  
Robert R. Horner ◽  
Kent McIntosh
Keyword(s):  
Behavioral Interventions ◽  
School Discipline ◽  
School Level ◽  
The Core ◽  
Whole School ◽  
Positive Behavioral Interventions ◽  
Punitive Discipline ◽  
Detrimental Impact ◽  
Core Features ◽  
Systems Of Support

The use of punitive discipline systems in schools establishes the foundation of coercive dynamics. Adults all too often establish aversive contingencies that inadvertently prompt and maintain unwanted behavior by students. Three recent themes in addressing school discipline systems include (1) emphasizing reward of desired behavior above punishment of undesired behavior, (2) implementing systems of support at the whole-school level, and (3) introducing a “multitiered” approach to discipline systems that matches the level of support to the need of the student. These three themes are linked within a schoolwide approach labeled “positive behavioral interventions and supports” (PBIS). The chapter presents the core features of School-wide PBIS and describes how those features reduce the detrimental impact of coercive dynamics.

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.

The Growth of Effective Mental Health Services in Schools in the United States

Education ◽  
2019 ◽  
Author(s):  
Mark Weist ◽  
David Riddle ◽  
Ashley Quell ◽  
Cameron Massey ◽  
Crystal McWhirter
Keyword(s):  
Mental Health ◽  
Behavioral Interventions ◽  
School Mental Health ◽  
The United States ◽  
Tier 2 ◽  
Mental Health Systems ◽  
Positive Behavioral Interventions ◽  
School Based Health Centers ◽  
Tier 3 ◽  
Systems Framework

This chapter provides a review of the movement toward more comprehensive mental health systems in schools through mental health-education system partnerships. We review factors contributing to the growth of this field including experiences in school nursing, school-based health centers, regulations regarding special education, and progressively expanding federal support. We then discuss integration of these expanded school mental health (SMH) programs with multitiered systems of support (MTSS) in schools, such as Positive Behavioral Interventions and Supports (PBIS). Specifically, the Interconnected Systems Framework (ISF) for SMH and PBIS represents a platform for effective programs and services at Tier 1, involving promotion/prevention; Tier 2, involving early intervention; and Tier 3, more intensive intervention. Key strategies associated with the ISF and effective practices at each of these tiers are reviewed, including emphases on effective team and culturally responsive and evidence-based practices. The chapter concludes with a review of future directions for SMH.

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.

FW-PBIS Framework Implementation and Facility Climate Perspectives Through the Lens of Youth in Secure Juvenile Facilities: A Pilot Study

2020 ◽  
Vol 41 (2) ◽  
pp. 99-110 ◽  
Author(s):  
Kristine Jolivette ◽  
Jeffrey R. Sprague ◽  
Nicole C. Swoszowski ◽  
Kent McIntosh ◽  
Sara Sanders
Keyword(s):  
Pilot Study ◽  
Organizational Climate ◽  
Behavioral Interventions ◽  
The United States ◽  
Youth Voice ◽  
Climate Assessment ◽  
Positive Behavioral Interventions ◽  
Adoption And Implementation ◽  
Juvenile Facilities

A shift from reactive and punitive practices in secure juvenile facilities has prompted facilities in the United States to adopt multitiered systems of support such as facility-wide positive behavioral interventions and supports (FW-PBIS) to address climate and culture concerns. To date, most implementation efforts have focused on defining adult behaviors and systems. There is limited understanding of the role of youth voice related to adoption and implementation of the advocated practices. This pilot study sought to understand youth perspectives of FW-PBIS implementation as viewed through the lens of facility/organizational climate assessment. We piloted a facility climate survey for use in juvenile facilities and conducted focus group sessions to capture youth voice. Facilitator and barrier themes related to facility climate with FW-PBIS implementation were identified. Implications for practice, as well as limitations and future directions for research, are discussed.

School-Wide Positive Behavioral Interventions and Supports

2021 ◽  
pp. 215-225
Author(s):  
Kent McIntosh ◽  
Angus Kittelman
Keyword(s):  
Service Delivery ◽  
Behavioral Interventions ◽  
Evidence Based ◽  
Discipline Practices ◽  
Positive Behavioral Interventions ◽  
Systematic Framework ◽  
Practical Recommendations

School-Wide Positive Behavioral Interventions and Supports (SWPBIS) refers to a systematic framework for service delivery in schools whereby evidence-based interventions are implemented within systems to ensure safe and equitable schools for all students. This chapter covers the SWPBIS model with particular attention to the potential of peers to be utilized in reducing the disproportionate discipline practices seen with various populations. This chapter includes practical recommendations for implementing SWPBIS and considerations of diversity and equity.

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