PBIS in Schools

2022 ◽  
pp. 166-191
Author(s):  
Donna L. Ervin
Keyword(s):  
Students Of Color ◽  
Educational Leaders ◽  
Behavior Interventions ◽  
Emotional Needs ◽  
Social Emotional ◽  
Evidence Based Practices ◽  
Positive Behavior Interventions ◽  
Behavioral Expectations ◽  
Trauma Informed ◽  
Support Students

Educational leaders have implemented positive behavior interventions and supports (PBIS) in schools across the nation to address behavior competence. Most educators have witnessed the evidence of its success in both managing behavior and improving academic outcomes. PBIS is a framework that incorporates evidence-based practices to support students by addressing their mental health and social/emotional needs. Using a culturally relevant and trauma-informed approach, PBIS can help support Students of Color, disciplinary sanctions, and the penal system. The proactive framework has been around for more than 20 years, teaching students behavioral expectations and reinforcing their positive actions. Despite this empirical approach, some teachers remain in favor of the punitive way of disciplining students. In contrast, others have adapted their mindsets to embrace rethinking discipline as a teaching opportunity like learning to read and write. These teachers agree with many scholars that social behavior is learned.

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.

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.

Evidence-Based Practices for Teaching Learners With Mild to Moderate Disabilities

2020 ◽  
Author(s):  
Rebekka J. Jez
Keyword(s):  
Universal Design For Learning ◽  
Evidence Based ◽  
Behavior Interventions ◽  
Evidence Based Practices ◽  
Safe Environment ◽  
Government Organizations ◽  
Positive Behavior Interventions ◽  
Intensive Intervention ◽  
Design For Learning ◽  
Behavioral Supports

With the rise in inclusive practices, information on evidence-based practices for teaching learners with mild to moderate disabilities is an important topic. Many professional and government organizations are working to disseminate this information to educators; however, the process can be thwarted by time, resources, training, and implementation of practices. By using multi-tiered systems of support (MTSS) such as response to intervention (RtI) or positive behavior interventions and support (PBIS), schools can assess for, identify, and implement supports for all learners. If a learner continues to encounter challenges, even with high-quality teaching and strategies, then a more intensive intervention may be needed. One schoolwide change would be to use universal design for learning (UDL) to ensure strategies and supports are provided to all learners. Additionally, students may benefit from assistive technology. Teachers can learn about free and commercial evidence-based educational practices to create a safe environment, implement positive behavioral supports, and provide systematic, explicit instruction in academic areas of reading, writing, mathematics, science, and social sciences.

Tier 2: Critical Issues in Systems, Practices, and Data

2020 ◽  
pp. 106342662094985
Author(s):  
Allison L. Bruhn ◽  
Sara C. McDaniel
Keyword(s):  
Progress Monitoring ◽  
Future Research ◽  
Tier 2 ◽  
Behavior Interventions ◽  
Social Emotional ◽  
Targeted Interventions ◽  
Positive Behavior Interventions ◽  
Behavioral Needs ◽  
Critical Issues

The purpose of Tier 2 positive behavior interventions and supports (PBIS) is to address identified social, emotional, and behavioral needs with efficient, targeted interventions. Although only 10% to 15% of each school’s population will require Tier 2 supports, without effective systems, practices, and data, students will continue to demonstrate unwanted behavior, which may lead to increased rates of exclusionary discipline (e.g., office discipline referrals and suspension). This article extends the logic of Tier 1 PBIS, which is founded in systems, practices, and data, by addressing research related to implementation issues of systems, practices, and data in Tier 2. First, we present current research and practice in systems with a specific focus on Tier 2 teaming, resources, and professional development (i.e., initial training and coaching). Second, we discuss Tier 2 practices and the need to consider intervention matching, as well as initial and in vivo intervention adaptations to improve acceptability and effectiveness. Third, we present Tier 2 data considerations for informing intervention design, progress monitoring, and treatment fidelity. Across Tier 2 systems, practices, and data, we offer recommendations for future research.

Family-Professional Partnerships Within Schoolwide Positive Behavior Interventions and Support (SWPBIS): Preliminary Evidence for the Partnering for Positive Behavior (PPB) Meeting Strategy

Inclusion ◽  
2017 ◽  
Vol 5 (4) ◽  
pp. 248-262
Author(s):  
Kathleen B. Kyzar ◽  
M. Kathleen Strickland-Cohen
Keyword(s):  
Problem Behavior ◽  
Preliminary Evidence ◽  
Positive Behavior ◽  
Behavior Interventions ◽  
Student Behaviors ◽  
School Settings ◽  
Positive Behavior Interventions ◽  
Behavioral Expectations ◽  
Family Engagement Practices ◽  
Home And School

AbstractSchoolwide Positive Behavior Interventions and Support (SWPBIS) has been shown to be effective in improving prosocial student behaviors, which increases the likelihood of inclusive placements for students within school settings. However, to date, the SWPBIS model has lacked research-based knowledge about partnership-oriented family engagement practices that involve families and educators of students with mild to moderate problem behavior (i.e., problem behavior that does not require intensive, individualized intervention) using shared decision making to address student behavioral outcomes across home and school settings. This article reports the results of a pilot study examining Partnering for Positive Behavior (PPB), a partnership-oriented teacher-family member meeting strategy designed to address the needs of students struggling to meet classwide behavioral expectations. Participants were five educators in elementary and middle school settings. Data were analyzed utilizing a qualitative approach to generate themes. Results suggested participants and family members addressed positively stated behavioral expectations and defined them in a similar manner across the home and school settings. Overall, participants were satisfied with the PPB process, especially the strengths-based aspect of the meeting, and they judged PPB as usable and feasible given their current resources. Discussion and implications of these findings are offered.

Dismantling the School-to-Prison Pipeline: A Trauma-Informed, Critical Race Perspective on School Discipline

2020 ◽  
Vol 42 (3) ◽  
pp. 171-178 ◽  
Author(s):  
Stacey Dutil
Keyword(s):  
Critical Race Theory ◽  
Students Of Color ◽  
School Discipline ◽  
Change Agents ◽  
The United States ◽  
Critical Race ◽  
Social Emotional ◽  
School To Prison Pipeline ◽  
Trauma Informed ◽  
Trauma Informed Practice

Abstract Disciplinary policies in schools throughout the United States disproportionately affect students of color through exclusionary policies. A punitive approach can have detrimental effects on a population that also experiences higher rates of trauma. This article identifies school disciplinary practices that may retraumatize and criminalize youths and suggests replacing exclusionary discipline practices with trauma-informed ones that prioritize social–emotional support to students. Critical race theory (CRT) is an appropriate theoretical framework to guide the development of trauma-informed schools. Suggestions are provided for school social workers as key change agents in the issue of school discipline. The integration of CRT and trauma-informed practice is emphasized, as both are essential tools for dismantling the school-to-prison pipeline.

scholarly journals Considerations for Incorporating Trauma-Informed Care Content within Special Education Teacher Preparation and Professional Development Programs

2021 ◽  
Vol 1 (2) ◽  
pp. 48-55
Author(s):  
William Hunter ◽  
Jonte C. Taylor ◽  
Monica Bester ◽  
Sandra Nichols ◽  
Carlomagno Panlilio
Keyword(s):  
Teacher Preparation ◽  
Learning Environments ◽  
Special Education Teacher ◽  
Development Programs ◽  
Social Emotional ◽  
Behavioral Support ◽  
Trauma Informed Care ◽  
Trauma Informed ◽  
K 12 ◽  
Support Students

Trauma-informed care (TIC) is the practice of consciousness and awareness of trauma that guides educators in developing academic and behavioral support for students with exceptionalities who have experienced trauma. TIC can support students from the lens of Positive Behavioral Intervention Supports (PBIS) and Social Emotional Learning (SEL) within Multi-Tiered Systems of Support (MTSS). The purpose of this article is to explore the integration of TIC practices within classrooms that utilize the MTSS framework and to assist pre-service and in-service teachers with implementing TIC practices within inclusive and restrictive K-12 learning environments.

Capitalizing on Cultural Assets: Community Cultural Wealth and Immigrant-Origin Students

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097365
Author(s):  
Lucy L. Purgason ◽  
Robyn Honer ◽  
Ian Gaul
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Culturally Responsive ◽  
The United States ◽  
Community Cultural Wealth ◽  
Emotional Needs ◽  
Social Emotional ◽  
Future Directions ◽  
Cultural Wealth ◽  
College And Career

Nearly one of four students enrolled in public school in the United States is of immigrant origin. School counselors are poised to support immigrant-origin students with academic, college and career, and social/emotional needs. This article introduces how community cultural wealth (CCW), a social capital concept focusing on the strengths of immigrant-origin students, brings a culturally responsive lens to multitiered system of supports interventions identified in the school counseling literature. We present case studies highlighting the implementation of CCW and discuss implications and future directions for school counseling practice.

The storm after the storm: the long-term lingering impacts of hurricanes on schools

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cassandra R. Davis ◽  
Sarah R. Cannon ◽  
Sarah C. Fuller
Keyword(s):  
North Carolina ◽  
Data Collection ◽  
Instructional Time ◽  
Emotional Needs ◽  
Social Emotional ◽  
Content Type ◽  
The North ◽  
State Education ◽  
The Impact

PurposeThe purpose of this paper is to identify and describe the long-term impacts of hurricanes on schools and discuss approaches to improving recovery efforts.Design/methodology/approachInterviews with 20 school districts in Texas and North Carolina after Hurricanes Harvey (2017) and Matthew (2016). In total, 115 interviews were conducted with teachers, principals, district superintendents and representatives from state education agencies. Interview questions focused on the impact of storms and strategies for recovery.FindingsThe authors uncovered three long-term impacts of hurricanes on schools: (1) constrained instructional time, (2) increased social-emotional needs and (3) the need to support educators.Research limitations/implicationsThis paper focuses on two storms, in two states, in two successive years. Data collection occurred in Texas, one academic year after the storm. As compared to the North Carolina, data collection occurred almost two academic years after the storm.Practical implicationsThis paper illuminates strategies for stakeholders to implement and expedite hurricane recovery through; (1) updating curricula plans, (2) providing long-term counselors and (3) supporting educators in and out of school.Originality/valueTo date, very few studies have explored the ways in which schools face long-term impacts following a disaster. This paper provides insight to the challenges that prolong the impacts of disasters and impede recovery in schools. With hurricanes and related disasters continuing to affect schooling communities, more research is needed to identify the best ways to support schools, months to years after an event.

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