Hidden in Plain Sight: The Silent Voices of America’s Third-Class Citizens

Black Girls ◽

Behavior Interventions ◽

Closing The Achievement Gap ◽

American Students ◽

Socially Relevant ◽

California Schools

When compared to their peers, African American students fare poorly in the following three areas: attendance, student achievement, and disciplinary sanctions (Davis & Jordan, 1994; Fenning & Rose, 2007; Ford & Moore, 2013). California schools have committed to closing the achievement gap by making efforts to eliminate exclusionary practices hindering student access to socially relevant pedagogy; however, an examination of indicators of student success for young Black girls is needed to ascertain the effectiveness of PBIS (Positive Behavior Interventions and Supports) policies and practices (Robinett, 2012). Black girls are impacted socially and academically by the absence of disciplinary practices designed to bridge the achievement gap for all students, the failure of teachers to pedagogically connect with struggling populations, and the existing educator biases indicating a failure to socially connect with disenfranchised populations (Bradshaw et al., 2009). The deficiencies amongst educators have left young Black girls hidden in plain sight. This study seeks to determine if and how Positive Behavioral Interventions and Supports (PBIS) affects Black girls.

Utilizing Positive Behavioral Interventions and Supports to Reinforce Therapeutic Practices in the Schools

Perspectives on School-Based Issues ◽

10.1044/sbi16.1.4 ◽

2015 ◽

Vol 16 (1) ◽

pp. 4-10 ◽

Cited By ~ 3

Author(s):

Lyndsey Zurawski

Keyword(s):

Students With Disabilities ◽

Classroom Setting ◽

Behavior Interventions ◽

Behavioral Strategies ◽

Speech Language Pathologists ◽

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.

Schoolwide Positive Behavioral Interventions and Support Practices: Review of Studies in the Journal of Positive Behavior Interventions

Educational Sciences Theory & Practice ◽

10.12738/estp.2016.5.0264 ◽

2016 ◽

Cited By ~ 2

Keyword(s):

Positive Behavior ◽

Behavior Interventions ◽

Support Practices

Sustaining and Scaling Positive Behavioral Interventions and Supports: Implementation Drivers, Outcomes, and Considerations

Council review ◽

10.1177/0014402919855331 ◽

2019 ◽

Vol 86 (2) ◽

pp. 120-136 ◽

Cited By ~ 5

Author(s):

George Sugai ◽

Robert H Horner

Keyword(s):

Outcome Data ◽

Behavior Interventions ◽

Future Directions ◽

Disabilities Education Act ◽

History Of ◽

Education Act ◽

Implementation Experience

Positive behavior interventions and supports (PBIS) was first introduced with the reauthorization of the Individuals with Disabilities Education Act in 1997. In this article, we describe the 25-year history of the PBIS implementation experience, including the core features of PBIS as a multitiered framework and the process and outcomes for implementing PBIS across over 26,000 schools. We also summarize the national outcome data of PBIS implementation and conclude with a discussion of future directions and considerations, focusing on sustainability and scaling.

Peer-Mediated Group Supports

Peers as Change Agents ◽

10.1093/med-psych/9780190068714.003.0017 ◽

2021 ◽

pp. 199-214

Author(s):

Christopher H. Skinner ◽

Tara Moore ◽

Jessica F. Eshbaugh

Keyword(s):

Classroom Management ◽

Management Strategies ◽

Positive Behavior ◽

Behavior Interventions ◽

Group Contingencies ◽

Efficient Manner ◽

Classroom Management Strategies

Peer-mediated group supports are distinguished from peer-mediated behavioral interventions due to their potential to affect the behavior of a large number of students in an efficient manner. As such, this chapter introduces School-Wide Positive Behavior Interventions and Supports, classroom management strategies, and group contingencies, discussing the research supporting these strategies. This chapter also discusses the strengths and challenges of these approaches, as well as considerations for implementing peer-mediated group supports in schools.

The Impact of Positive Behavior Interventions and Supports on Teachers’ Perceptions of Teaching Conditions and Student Achievement

Journal of Positive Behavior Interventions ◽

10.1177/1098300717696938 ◽

2017 ◽

Vol 19 (3) ◽

pp. 168-179 ◽

Cited By ~ 3

Author(s):

Gary W. Houchens ◽

Jie Zhang ◽

Kelly Davis ◽

Chunling Niu ◽

Kyong Hee Chon ◽

...

Keyword(s):

Student Achievement ◽

Teacher Perceptions ◽

Implementation Fidelity ◽

Organizational Health ◽

Office Referrals ◽

Teachers Perceptions ◽

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.

Culturally Responsive School-Wide Positive Behavior Interventions and Supports: A Practical Approach to Addressing Disciplinary Disproportionality with African-American Students

Multicultural Learning and Teaching ◽

10.1515/mlt-2017-0013 ◽

2017 ◽

Vol 13 (2) ◽

Cited By ~ 2

Author(s):

Ashley D. Johnson ◽

Karla Anhalt ◽

Richard J. Cowan

Keyword(s):

African American ◽

Problem Behaviors ◽

African American Students ◽

Culturally Responsive ◽

Implementation Strategies ◽

Positive Behavior ◽

Behavior Interventions ◽

American Students ◽

Suspension And Expulsion

AbstractZero tolerance policies have contributed to suspension and expulsion becoming common methods of addressing problem behaviors in schools. If suspension and expulsion are being used as forms of punishment, they should theoretically result in a reduction of problem behavior after their administration. In reality, exclusionary disciplinary practices have not been associated with reductions in problem behaviors among students. It has also been consistently established that disproportionate discipline practices and outcomes take place in schools. African-American students, in particular, are overrepresented in their respective rates of suspension and expulsion. School-Wide Positive Behavior Interventions and Supports (SWPBIS) provide strategies that facilitate behavioral support for all students, including those with and without disabilities. Discourse on SWPBIS has suggested that implementation strategies are culturally neutral, and subsequently should be appropriate in all schools. However, African-American students continue to be over-disciplined when compared to their White peers, even when SWPBIS is implemented with sufficient fidelity. This information suggests that a culturally responsive adaptation of SWPBIS is needed. This article provides a framework for implementing culturally responsive School-Wide Positive Behavior Interventions and Supports.

Positive Behavior Interventions and Supports Implementation in Secure Care Juvenile Justice Schools: Results of a National Survey of School Administrators

Behavioral Disorders ◽

10.1177/0198742918763946 ◽

2018 ◽

Vol 44 (1) ◽

pp. 3-19 ◽

Cited By ~ 1

Author(s):

Joseph Calvin Gagnon ◽

Brian R. Barber ◽

Ilker Soyturk

Keyword(s):

Public Schools ◽

Juvenile Justice ◽

Student Behavior ◽

School Administrators ◽

The United States ◽

Response Monitoring ◽

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 Behavioral Interventions and Supports

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.1203 ◽

2020 ◽

Author(s):

Steve Goodman ◽

Heather Peshak George

Keyword(s):

Quality Of Life ◽

Progress Monitoring ◽

Systems Approach ◽

Behavioral Science ◽

Learning Experience ◽

Evidence Base ◽

Positive Behavioral Interventions

The need for a strong school-wide behavior program that promotes a positive school climate that benefits all students through an established continuum of supports is essential to enhance both the learning experience of students and the work environment of educators. School-wide positive behavior interventions and supports, referred to as PBIS, is based on the foundations of behavioral science, practical, usable interventions, and quality of life outcomes through a preventative systems approach. PBIS is a framework for making schools and learning environments more effective by establishing the social culture and intensive behavior supports needed to improve social, emotional, and academic outcomes for all students. A culture of social competence within a school includes a (a) common vision for what the school community strives to be, (b) common expectations for how individuals should behave, (c) common language to describe the vision, expectations, and experiences, and (d) common experiences to promote prosocial behavior, and it applies this logic in all settings and across all individuals that interact with those settings. PBIS is more than just reducing problem behavior; it establishes systems that create environments and improve the quality of life for students and their families as well as for the educators. The evidence base supporting PBIS is expansive and ever-growing. The fundamental themes of PBIS include the use of the core features of evidence-based practices organized within a multi-tiered framework with flexibility in implementation, and progress monitoring through data use. PBIS invests in practices, data, and systems in order to positively impact student outcomes.

Administrators’ Perception of Their Role in School-wide Positive Behavior Interventions and Supports Implementation

Journal of School Leadership ◽

10.1177/1052684620972062 ◽

2020 ◽

pp. 105268462097206

Author(s):

Michael Scaletta ◽

Marie Tejero Hughes

Keyword(s):

Elementary School ◽

Challenging Behavior ◽

Student Behavior ◽

School Administrators ◽

Implementation Process ◽

Student Safety ◽

Elementary School Administrators

School administrators are called upon to enact and maintain school-wide systems and programs that promote student safety and success. The positive behavioral interventions and supports (PBIS) framework is a popular school-wide approach for teaching, maintaining, and addressing student behavior through a three-tiered framework with the aim of reducing challenging behavior and enhancing opportunities for learning by all students. Thus, the purpose of this study was to learn more about how elementary school administrators set the stage for, and participate in, school-wide PBIS implementation. Ten elementary school administrators who were successfully implementing the PBIS framework were interviewed. Analysis of the interviews revealed that administrators indicated that their primary responsibilities in the PBIS implementation process included maintaining the fidelity of systems, rationalizing system for staff, moving the school-wide implementation forward, and building capacity within and across teams and that, central to the success, was continued communication with stakeholders, including teachers.

Positive Behavioral Interventions and Supports in Schools: A Tutorial

Language Speech and Hearing Services in Schools ◽

10.1044/2018_lshss-17-0037 ◽

2019 ◽

Vol 50 (1) ◽

pp. 1-15 ◽

Cited By ~ 3

Author(s):

Yolanda Keller-Bell ◽

Maureen Short

Keyword(s):

School Systems ◽

Language Therapy ◽

Speech Language Pathologists ◽

School Settings ◽

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.