Handling PBIS with Care: Scaling up to School-Wide Implementation

2014 ◽  
Vol 18 (1) ◽  
pp. 2156759X0001800
Author(s):  
James M. Cressey ◽  
Sara A. Whitcomb ◽  
Susan J. McGilvray-Rivet ◽  
Rebecca J. Morrison ◽  
Katherine J. Shander-Reynolds
Keyword(s):  
Low Income ◽  
Grade Level ◽  
Behavioral Interventions ◽  
School Counselor ◽  
Implementation Fidelity ◽  
Scaling Up ◽  
Pilot Program ◽  
Positive Behavioral Interventions ◽  
Modest Level

This case study describes the leadership of a school counselor in implementing positive behavioral interventions and supports (PBIS) in a low-income, diverse elementary school with a modest level of external supports. After initiating a grade-level pilot program, the school counselor partnered with university-based consultants to expand the PBIS initiative to all grades. This article presents data from multiple measures of implementation fidelity to illustrate the 5-year process of bringing school-wide PBIS to scale.

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.

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.

Average Treatment Effect of School-Wide Positive Behavioral Interventions and Supports on School-Level Academic Achievement in Florida

2017 ◽  
Vol 19 (3) ◽  
pp. 158-167 ◽  
Author(s):  
Nicholas A. Gage ◽  
Walter Leite ◽  
Karen Childs ◽  
Don Kincaid
Keyword(s):  
Academic Achievement ◽  
Treatment Effect ◽  
Grade Level ◽  
Behavioral Interventions ◽  
Average Treatment Effect ◽  
School Level ◽  
Underlying Assumption ◽  
Achievement Data ◽  
Average Treatment ◽  
Positive Behavioral Interventions

The relationship between school-wide positive behavioral interventions and supports (SWPBIS) and school-level academic achievement has not been established. Most experimental research has found little to no evidence that SWPBIS has a distal effect on school-level achievement. Yet, an underlying assumption of SWPBIS is that improving social behavior and reducing problem behavior increasingly exposes all students to classroom instruction and the opportunity for academic success. Therefore, we examined the average treatment effect of SWPBIS implemented with fidelity on the treated schools by leveraging 10 consecutive years of school-level academic achievement data. All elementary schools in Florida (~2,033 schools), including an average of 235 schools implementing SWPBIS with fidelity each year, were included in this study. We estimated a two-level mixed-effects regression model, with schools nested in districts across time, and modeled the percentage of students at or above grade-level benchmark on the Florida Comprehensive Assessment Test (FCAT) reading and mathematics. Results indicate that schools implementing SWPBIS with fidelity had statistically significantly more students at or above grade-level benchmarks, however the effect sizes were small. The results are discussed within the context of distal effects and the fact that few evidence-based academic interventions have demonstrated larger effects when experimentally evaluated.

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.

scholarly journals School‐wide implementation of positive behavioral interventions and supports in an alternative school setting: A case study

2019 ◽  
Vol 47 (6) ◽  
pp. 1493-1513
Author(s):  
Amy‐Jane Griffiths ◽  
Elena Lilles Diamond ◽  
James Alsip ◽  
Michael Furlong ◽  
Gale Morrison ◽  
...  
Keyword(s):  
Behavioral Interventions ◽  
Alternative School ◽  
School Setting ◽  
Positive Behavioral Interventions

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 Developing culturally responsive social, emotional, and behavioral supports

2019 ◽  
Vol 12 (1) ◽  
pp. 53-67 ◽  
Author(s):  
James Cressey
Keyword(s):  
Change Process ◽  
Behavioral Interventions ◽  
Culturally Responsive ◽  
Qualitative Data ◽  
Implementation Fidelity ◽  
Research Literature ◽  
Content Type ◽  
Case Examples ◽  
Social And Emotional

PurposeThe purpose of this paper is to illustrate an interdisciplinary system of targeted student supports, drawing from social and emotional learning (SEL), culturally responsive practices (CRP) and positive behavioral interventions and supports (PBIS). While these approaches are not often synthesized in research literature, innovative educators are integrating multiple theories and practices to achieve better outcomes for students.Design/methodology/approachThe paper uses a descriptive, participatory case study method, including quantitative and qualitative data from a three-year period. The author was a participant in the change process, as well as an observer documenting the outcomes. The case study takes place in a Spanish/English bilingual elementary school.FindingsPBIS was a strong influence in the three-year systems change process, due in part to the availability of free, research-based tools. The educators adapted PBIS practices to incorporate SEL, and CRP approaches in several instances. Quantitative data show the increase in PBIS implementation fidelity and one student’s progress with a targeted intervention. Qualitative data illustrate the creative, interdisciplinary and contextualized adaptations made by the team.Originality/valueGuidance is available for educators seeking to implement SEL, CRP and/or PBIS approaches in isolation. To a lesser extent, integrated models are emerging in the literature. There is a need for more descriptive, real-world case examples of how these approaches are implemented and adapted in practice. This study provides educators with one example that can offer examples and implications for practice.

Sign in / Sign up

Export Citation Format

Share Document