Entanglements of Discipline, Behavioral Intervention, Race, and Disability

2017 ◽  
Vol 20 (2) ◽  
pp. 131-144 ◽  
Author(s):  
Joshua Bornstein
Keyword(s):  
Cultural Competence ◽  
Behavioral Interventions ◽  
Data Driven ◽  
Urban School District ◽  
District Leaders ◽  
Institutionalized Racism ◽  
Significant Challenge ◽  
Positive Behavioral Interventions ◽  
Behavioral Expectations ◽  
Planning Meeting

In 2011, an urban school district that had been cited for excessive and disproportionate suspension by race and disability sought to establish guidelines for Positive Behavioral Interventions and Supports (PBIS) as a remedy. District leaders held a PBIS planning meeting that included a broad collection of stakeholders. As they discussed data-driven protocols, a significant challenge to institutionalized racism embedded in behavioral expectations, analysis, and responses emerged. However, that challenge was met with repeated assertions that the apparently neutral parameters of PBIS would suffice. Thus, PBIS protocols were used to suppress questions of the cultural competence of teachers, administrators, and clinicians.

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.

Implementation of Modified Positive Behavioral Interventions and Supports in a youth psychiatric partial hospital program

2018 ◽  
Vol 24 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Elizabeth K Reynolds ◽  
Marco A Grados ◽  
Nancy Praglowski ◽  
Jessica C Hankinson ◽  
Carisa Parrish ◽  
...  
Keyword(s):  
Behavioral Interventions ◽  
Staff Members ◽  
Positive Behavioral Interventions ◽  
Partial Hospital ◽  
Behavioral Expectations ◽  
Individual Support ◽  
Wide System ◽  
Partial Hospital Program ◽  
Pro Re Nata ◽  
Evidence Based Decision Making

Objective Seclusion and restraint are procedures utilized in youth psychiatric settings. While a number of agencies have called for a reduction and ultimate elimination of the use of these practices, there has been limited research on behavioral programs to reduce seclusion/restraint. This is particularly true for research on behavioral programming in youth psychiatric partial hospital settings. As such, the current study sought to examine the effectiveness of a modified version of Positive Behavioral Interventions and Supports (M-PBIS) implemented on a youth psychiatric partial hospital service to reduce seclusion/restraint. Method This naturalistic, prospective study covered a 26-month period and utilized a pre–post design. M-PBIS features include a defined set of positive behavioral expectations, a system to teach behavioral expectations, reinforcement of appropriate behaviors, data collection/evidence-based decision making, individual support for those not responding to the unit-wide system, active support by all stakeholders (including all staff members agreeing to the program), and positive recognition among staff. Results With a sample of 442 admissions, there were meaningful reductions in the percent of patients who were in seclusion/restraint (from 47.6 to 6.7%) as well as the overall seclusion/restraint rate (from 3.56 ( SD = 1.94) to 0.48 ( SD = 0.64)). Furthermore, there was a significant reduction in the use of Pro Re Nata (PRN) medication for agitation/aggression (percent of patient who received a PRN decreased from 33.3 to 12.9%). Conclusions This naturalistic study suggests that M-PBIS is a promising intervention for use in youth psychiatric partial hospital services to reduce seclusion/restraint and PRN medication for agitation/aggression. Reduction and ultimate elimination of seclusion/restraint is a critical objective in improving the quality and safety of acute mental health services for youth.

scholarly journals Opportunities and Access: Exploring How School District Leaders Make Meaning of Equity in Practice through Positive Behavioral Interventions and Supports

2020 ◽  
Vol 16 (4) ◽  
Author(s):  
Jennifer Clayton ◽  
Donald Robertson ◽  
Tania Sotomayor
Keyword(s):  
School District ◽  
Focus Groups ◽  
Behavioral Interventions ◽  
Research Question ◽  
Implementation Process ◽  
Primary Research ◽  
District Leaders ◽  
School District Leaders ◽  
Positive Behavioral Interventions

Purpose: The purpose of this research was to explore how PBIS and equity interacted according to school and district leaders.Research methods/approach: This study examined how five schools made meaning of the implementation process, ongoing efforts, and structures created. Through a case study including interviews, focus groups, and observations, the primary research question was explored: How do school leaders and teachers make meaning of implementing and assessing PBIS in their schools as a component of a journey toward equity?Findings: While the five schools had unique aspects, four common themes emerged across schools, including the benefits of PBIS, the power of relationships, the importance of communication and leadership, and PBIS challenges.

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.

Maximizing School Counselors’ Efforts by Implementing School-Wide Positive Behavioral Interventions and Supports: A Case Study from the Field

2013 ◽  
Vol 17 (1) ◽  
pp. 2156759X0001700
Author(s):  
Emily Goodman-Scott
Keyword(s):  
Elementary School ◽  
School Counseling ◽  
School Counselors ◽  
Behavioral Interventions ◽  
School Counselor ◽  
Data Driven ◽  
Safe Schools ◽  
Positive Behavioral Interventions ◽  
School Counseling Programs

School-Wide Positive Behavioral Interventions and Supports (PBIS) are school-wide, data-driven frameworks for promoting safe schools and student learning. This article explains PBIS and provides practical examples of PBIS implementation by describing a school counselor-run PBIS framework in one elementary school, as part of a larger, district-wide initiative. The author discusses implications for school counselors, including maximizing school counselors’ efforts to best serve every student by integrating PBIS into existing school counseling programs.

Optimal Timing for Launching Installation of Tier 2 and 3 Systems of School-Wide Positive Behavioral Interventions and Supports

2021 ◽  
pp. 109830072199608
Author(s):  
Angus Kittelman ◽  
Sterett H. Mercer ◽  
Kent McIntosh ◽  
Robert Hoselton
Keyword(s):  
Longitudinal Study ◽  
Behavioral Interventions ◽  
Structural Equation ◽  
Equation Modeling ◽  
Optimal Timing ◽  
First Year ◽  
Tier 2 ◽  
Positive Behavioral Interventions ◽  
Tier 1 ◽  
Tier 3

The purpose of this longitudinal study was to examine patterns in implementation of Tier 2 and 3 school-wide positive behavioral interventions and supports (SWPBIS) systems to identify timings of installation that led to higher implementation of advanced tiers. Extant data from 776 schools in 27 states reporting on the first 3 years of Tier 2 implementation and 359 schools in 23 states reporting on the first year of Tier 3 implementation were analyzed. Using structural equation modeling, we found that higher Tier 1 implementation predicted subsequent Tier 2 and Tier 3 implementation. In addition, waiting 2 or 3 years after initial Tier 1 implementation to launch Tier 2 systems predicted higher initial Tier 2 implementation (compared with implementing the next year). Finally, we found that launching Tier 3 systems after Tier 2 systems, compared with launching both tiers simultaneously, predicted higher Tier 2 implementation in the second and third year, so long as Tier 3 systems were launched within 3 years of Tier 2 systems. These findings provide empirical guidance for when to launch Tier 2 and 3 systems; however, we emphasize that delays in launching advanced systems should not equate to delays in more intensive supports for students.

Enhancing motivation and engagement within a PBIS framework

2021 ◽  
pp. 136548022110022
Author(s):  
Michael Petrasek ◽  
Anthony James ◽  
Amity Noltemeyer ◽  
Jennifer Green ◽  
Katelyn Palmer
Keyword(s):  
School Environment ◽  
Student Outcomes ◽  
Behavioral Interventions ◽  
School Setting ◽  
Positive Behavioral Interventions ◽  
Motivation And Engagement ◽  
Core Features

A motivating and engaging school environment has been associated with several positive student outcomes. Consequently, schools have an opportunity and responsibility to promote a culture that supports students in developing and maintaining their motivation, engagement, and self-improvement. Efforts to promote such a culture can be embedded within a Positive Behavioral Interventions and Supports (PBIS) framework. In this paper, we begin by describing motivation and engagement, and discussing the relevance of these concepts in schools. Next, we introduce the traditional PBIS framework, highlighting research and core features. Third, we propose how PBIS can be enhanced by incorporating a focus on relationships, engagement, and motivation in the school setting. Finally, we conclude with recommendations for school teams seeking to implement this approach.

Variables Associated With Enhanced Sustainability of School-Wide Positive Behavioral Interventions and Supports

2014 ◽  
Vol 40 (3) ◽  
pp. 184-191 ◽  
Author(s):  
Kent McIntosh ◽  
Jerin Kim ◽  
Sterett H. Mercer ◽  
M. Kathleen Strickland-Cohen ◽  
Robert H. Horner
Keyword(s):  
Behavioral Interventions ◽  
Positive Behavioral Interventions

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.

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