Research Proposal_Stone ED504

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University of West Alabama *

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504

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Management

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Feb 20, 2024

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The Effects of PBIS on Behavior 1 The Effects of Positive Behavior Interventions and Support on Behavior in Students with IEPs Paula Stone University of West Alabama ED5049422FA1: Tech of Educational Research Professor Skeeter Sellers October 3, 2022

The Effects of PBIS on Behavior 2 Abstract Across Alabama, school systems such as Escambia County fail to implement a consistent behavior management system within their schools. Many teachers rely on the threat of punishment alone to be a deterrent for inappropriate behaviors. As a result, many students’ behaviors, especially those with exceptionality, see an escalation that often results in office referrals and missed instruction in the classroom. A solution to this would be to train teachers on a system such as Positive Behavior Intervention and Supports (PBIS) and track the implementation of the system within the classrooms. The purpose of this study is to observe the effects of implementing PBIS for students with IEPs in the general education classroom. Students with IEPs in grades five through eight will be observed, and the prediction is that with the implementation of PBIS in the classroom, the frequency and duration of outburst from these students will decrease, and their overall productivity and participation in the classroom will increase. Observations will be made before teachers are trained and beginning implementing the system, immediately after there are trained and begin implementing the system, and a few weeks after the system has been implemented. Key terms: PBIS, G5, G6, G7, G8, BDS, Frequency, Duration

The Effects of PBIS on Behavior 3 The Effects of Positive Behavior Interventions and Support on Behavior in Students with IEPs Chapter 1: Gathering Data Introduction In the state of Alabama, and in many other states in the U.S., there is not a set, consistent method teachers are taught to implement in their classrooms to manage behavior. Most of these school systems, including Escambia County, rely on the threat of punishment to keep students in line. The problem with this thought process is that for many students, including those with IEPs, they are too impulsive to think about the consequences in the heat of the moment. Many exceptionalities include impulsivity as a symptom, including ADD/ADHD, autism, ODD, impulse control disorder, and developmental delay. At W.S. Neal Middle School, there are currently 42 students with IEPs. These students all represent different exceptionalities, races, ethnicities, sexual orientations, socioeconomic backgrounds, and family dynamics. Out of the 42 students, only four of them are in a self- contained class in which the only time they are with peers that are nondisabled is during P.E. The other 38 students are in inclusions classes for 6 out of 7 periods a day. Currently, none of the roughly 30 general education teachers implement a behavior management system, regardless of IEP or BIP requirements. Despite the identified need for a behavior management system, none have been implemented, and the office receives an average of seven referrals a day for students with IEPs. Studies done by Positive Behavior Interventions and Supports (PBIS) have shown that school-wide use of their system includes benefits such as decreases in duration of the

The Effects of PBIS on Behavior 4 problematic behavior, a decrease in corrective actions such as out of school suspension (OSS), and an increase in the number of students who can continue staying in the general education classroom as their least restrictive environment (LRE) (Mika et al., 2022). The importance of these observations is acknowledged as these students already have an uphill battle in their ability to learn due to their exceptionalities. Statement of the Research Problem There are a plethora of articles and research that show the benefits of implementing PBIS on a school-wide basis. The benefits extend beyond nondisabled students to include students with specific behavioral needs due to multiple types of exceptionalities. The lack of implementation across the board, not only for W.S. Neal Middle School, but for the state and nation as a whole, is due to a lack of teacher training and monitoring. Data from PBIS has demonstrated an improvement in the number of daily office referrals in rural schools that see a high implementation of their program versus those schools that have a low implementation rate. Schools with higher implementation see a rate of 0.74/100 students receive referrals compared to schools with lower implementation seeing a rate of 0.85/100 students (Kern et al, 2022). According to an article published by PBIS, students with exceptionalities are significantly more likely to experience disciplinary action that keeps them out of the general education classroom, including, but not limited to, restraint by staff members, isolation from peers, off campus suspension, expulsion from the school system, and a tenuous relationship with law enforcement. The article goes on to state that schools who report the rate of suspension among students with exceptionalities document that an average of 16% of students with disabilities

The Effects of PBIS on Behavior 5 serve more than one day of suspension per school year. Statistically, schools who implement Tier I of PBIS school-wide are at least 4% less likely to use OSS for students with disabilities (Simonsen, 2021). In an article published by PBIS, students are identified to be 71.9% more likely to be repeatedly suspended in their middle school careers if they face OSS within the first three months of middle school. Students suspended during their ninth-grade year doubles the chances of them dropping out, while being suspended at all during school decreases their chances of graduating by up to 6.5%. By implementing PBIS, schools see a decrease in inappropriate behaviors and the disciplinary actions that follow, as well as a decrease in school bullying, substance abuse among students, and burn out among educators ( Swain-Bradway, J., Johnson, S. L., Bradshaw, C., McIntosh, K, 2017). In schools that do not implement behavior management systems, students with extensive emotional and behavioral needs are more likely to be put into a self-contained classroom, an alternative school, or isolated from their peers. These actions often cause them to have a lack of exposure to peers who demonstrate appropriate behaviors, and by grouping these problems together, the students are more likely to miss instructional time than they would if systems were in place to allow them the opportunity to participate in the general education classroom with non-disabled peers (Conradi et. Al, 2022). The purpose of this study is to demonstrate a decrease in frequency and duration of problematic behaviors from students with IEPs in the general education, an increase in the students’ overall productivity and participation in the general education environment, and the ability for students with IEPs to be more successful in the general education environment. Data Graphic and Discussion

The Effects of PBIS on Behavior 6 The chart below shows the number of referrals per day for grades five through eight at W.S. Neal Middle School between August 22 nd and August 26 th , 2022. The data was collected from the assistant administrator’s records of referrals in his database. This particular week demonstrated a higher number of referrals on Monday, and the lowest number of referrals were on Friday. It is interesting to observe that the odd grades, five and seven, have less referrals for the week than the even grades, six and eight. It is worth mentioning that grades five and seven have a younger group of teachers than grades six and eight overall. Impact on Student Achievement According to a study done by the National Center for Learning Disabilities (NCLD) (2019), students with social, emotional, and behavioral needs that do not receive positive behavior supports on a school-wide basis are more likely to experience repeating a grade or 22-Aug 23-Aug 24-Aug 25-Aug 26-Aug 0 1 2 3 4 5 6 7 Number of Referrals for IEP Students Per Day Grade 5 Grade 6 Grade 7 Grade 8

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