Research Proposal_Stone ED504

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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

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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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The Effects of PBIS on Behavior 7 dropping out of high school. These students often feel like they are failures in school and show a lack of engagement in the classroom. While schools are not supposed to suspend students with disabilities if the behavior could possible be a manifestation of said disability, many schools overlook this, and there is a disproportionate number of students who are identified as SLD, OHI, or ED that face OSS within their schools ( Social, Emotional and Behavioral Challenges , 2019). This same article goes on to point out that students with IEPs are statistically more likely to miss three or more weeks of school per school year. Up to 19% of disabled students miss at least three weeks of the school year, compared to the 13% of their non-disabled peers. One of the most commonly identified reasons for chronic absenteeism among these students in repeated behavior issues in the classroom ( Social, Emotional and Behavioral Challenges , 2019). Further addressing the dropout rates among students with IEPs, NCLD identified that as many as 18.1% of students with SLD and 17.6% of students with OHI across the nation dropped out of high school in 2017, compared to the average of 6.5% of nondisabled students. By dropping out of school, these students are set up for a future with a higher risk of having no job, a job that does not pay enough, or increased issues with law enforcement ( Social, Emotional and Behavioral Challenges , 2019). Research Methodology The research methodology I plan to implement for this experiment involves the use of all students with IEPs at W.S. Neal Middle School, as we only have 42 students currently receiving special education services. I decided to use the entire group to ensure that enough students were present daily, and to ensure that all grade levels, exceptionalities, and student backgrounds were

The Effects of PBIS on Behavior 8 covered. Each student will be assigned a number that only their general education teachers will be made aware of. All teachers on staff will be offered PBIS training through the administration over the course of a week after school. Students will be observed before the implementation of PBIS to collect control data, then students will be observed directly after teachers finish the training, and two weeks later to collect data to establish the continued affect. Teachers will record the frequency and duration of student outbursts within their classroom on the given behavior data sheet. Consent forms will be given to parents or guardians of each student as the students are all minors within our school system. Summary of Chapter 1 Data from not only W.S. Neal Middle School, but also from PBIS itself, demonstrates an increased number of students with IEPs receiving office referrals for outbursts of inappropriate behavior, and the disciplinary action resulting in lost instructional time as well as long term affects on academic performance. All students in grades five through eight at W.S. Neal Middle School will be observed to establish a correlation between the implementation of PBIS and the decrease of both frequency and duration of inappropriate behavior within the classroom. Chapter 2: Literature Review Introduction Center on PBIS has several articles linked that describe the efficiency of their program, including an article that compares the number of suspensions for IEP students in schools that do not implement PBIS verses those that do. The research included several studies that show a

The Effects of PBIS on Behavior 9 positive correlation between implementing PBIS and student behavior in the classroom (Simonsen et. al., 2021). All of the literature included in my reference list indicates a strong correlation between implementing PBIS in the classroom and positive student outcomes in behavior and academic performance. Some of the articles listed focus more on data-driven results that pay more attention to student productivity and participation, while others examine the overall social/emotional well-being of the students and how PBIS impacts their relationships with school and peers. With anywhere from 12% to 21% of our students with IEPs being referred to the office on a daily basis, it is imperative that we demonstrate the positive impact on student behavior that a program like PBIS could bring to the classroom. Best Practices All educators, paraprofessionals, and administrators will be provided the opportunity to participate in training to implement PBIS within our school. We will review the data in our school for behavior and academic performance, assess what techniques are already in place, and develop a plan to implement the new methods in all classrooms. Teachers will then use a data sheet to track outbursts with IEP students, including frequency, duration, and the end result. By implementing these practices, we should see fewer behavioral outbursts among students, and a higher level of engagement in the classroom (Center on PBIS, 2022). Multiple sources of data connect behavior management strategies with not only a lower occurrence of problematic behaviors, but also higher productivity in the classroom, and an increase in positive relationships between students and their education. The Center on PBIS (2020) indicates that there are ten steps we can take to implement the ideal behavior management

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The Effects of PBIS on Behavior 10 strategy within our classroom. These strategies include physically arranging our classroom to meet the students’ needs, implementing predictable classroom routines for the students to follow, teaching classroom expectations in a positive context, provide students with ample opportunities to actively engage in the lesson and respond to prompts, provide prompting to remind students of expected routines and procedures, actively monitor students, praise specific appropriate behavior, provide specific corrections for incorrect behavior, ensure that students receive more positive interactions with you than negative ones, and use data to make decisions about further implementation. According to the Center on PBIS (2021), there is data to support the fact that schools who implement PBIS are 3% less likely to use ISS with at least one disabled student, and they are 4.6% less likely to use OSS with at least one disabled student. In the same study, schools implementing PBIS were 1.9% less like to have students with exceptionalities serve more than one day of ISS, and they were 2.4% less likely to have students with exceptionalities serve more than one day of OSS. For these students, less time in ISS or OSS means more time present in the classroom for instruction, and more time on campus receiving special needs services. Chapter 3: Methodology Introduction As demonstrated by previous data, a large percentage of students with exceptionalities at W.S. Neal Middle School face office referrals and disciplinary action that keeps them out of the classroom on a daily basis. PBIS has been proven to decrease the need for punishment for students with IEPs by implementing behavior management techniques and specifically encouraging preferred behavior, rather than just punishing students when their behavior is less

The Effects of PBIS on Behavior 11 than desirable. Students’ frequency and duration of outbursts will be observed before, during, and after implementation of PBIS to establish a correlation between behavior management and positive student behavior, as well as increased student productivity. The hypothesis is that with the implementation of PBIS, students’ behavior will improve, and their engagement in class will increase. The outcome of the study would impact the decision for long-term implementation of PBIS within the school system, and the creation of monitoring systems to evaluate teacher participation. Population W.S. Neal Middle School serves grades five through eight in East Brewton, Alabama as a part of the Escambia County Alabama School District. The student population is roughly 420 kids, with about four out of every ten kids identifying with non-white, minority races. This data was provided by our attendance counselor. The study will be observing students with identified exceptionalities and IEPs at W.S Neal Middle School, as this sub-group sees the most disproportionate number of disciplinary actions daily. Sample The study will involve all students with an IEP at W.S. Neal Middle School, which covers grades 5 through 8. Due to the fact that we only have 42 students with IEPs in the school, I will not be pulling a sample, but studying the entire population. The participant group has students from a variety of ethnic and socioeconomic backgrounds and covers all disability areas as defined by Alabama. Roles of Participants and Impact on Participants

The Effects of PBIS on Behavior 12 Each student will participate in classes with teachers who have received training in PBIS. The long-term impact on students would depend on the results of the study, but the goal is to continue implementing PBIS in the general education classrooms so students with IEPs can continue to participate in class more meaningfully. This would also result in not only our current students IEPs having a more positive relationship with school and their teachers, as noted by the Center for Disease Control (2021) in their article defining behavior management and recognizing the benefits of it, but also future students with IEPs who are not currently reaping the benefits of behavior management systems. Plan for Protection of Human Subjects There is no risk to the students, as their daily lives will not be affected. Each parent will be sent a consent form as we will be collecting data on their students. In order to protect identity, each student will be assigned a random number from 1 to 42. Only the general education teachers and administrators will know the student’s number as they must fill out the correct data sheet for each student. Variables The independent variable in the study is teachers’ training and implementation of the PBIS system. Teachers will be offered training for PBIS in our school. They will be expected to implement the behavior management strategies in their classroom, and they will be provided with a checklist of actions or approaches they should take with negative behavior. They will monitor themselves. The dependent variable is students’ behavior in response to PBIS. Students’ behavior will be monitored, and data will be collected to measure the impact of PBIS being

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The Effects of PBIS on Behavior 13 implemented within their classrooms. Teachers will use the BDS to track the frequency and duration of each negative behavior from students with IEPs. Timeline Students will be observed for two weeks prior to any implementation of PBIS within the general education classroom. Teachers will be provided with BDS and will assign each student a number that they will use for said student though out the entire study. Teachers will record the frequency and duration of outbursts in class. Administration will track the number of office referrals and the reason for said referrals. Teachers will then be offered a week of PBIS training after school. After the completion of PBIS training, teachers will implement the strategies in their own classroom, again recording the frequency and duration of behaviors in the classroom using the BDS. A final observation will be done four weeks later to monitor the continued success of PBIS. Constitutive and Operational Definitions Positive Behavior Intervention and Supports (PBIS) is a system in which teachers attempt to reward positive behavior and curb inappropriate behavior before it becomes a disciplinary problem. The experimental group G5 is students in the 5th grade with an IEP. These students do not go for outside electives except for P.E. They stay with the same four teachers all day, and each of these teachers will be provided training in PBIS. The experimental group G6 is students in the 6th grade with an IEP. These students do not go for outside electives except for P.E. They

The Effects of PBIS on Behavior 14 stay with the same four teachers all day, and each of these teachers will be provided training in PBIS. The experimental group G7 is students in the 7th grade with an IEP. These students are offered electives on campus as well as at the trade school in town. Their core teachers and elective teachers on campus will be offered training in PBIS. The experimental group G8 is students in the 8th grade with an IEP. These students are offered electives on campus as well as at the trade school in town and at the high school if they play sports or are in band. Their core teachers and elective teachers on campus will be offered training in PBIS. Behavior data sheets (BDS) are tables teachers will use to track each student’s frequency and duration of outbursts in class. The term frequency refers to the rate at which something occurs; in this case, how many times students have outbursts in class. The term duration refers to how long something occurs; in this case, how long does each outburst last for each student. Description of Data The data will come from the behavior data sheets that the teachers will fill out. These sheets will be completed for two weeks before, during, and after implementation to determine the validity of the hypothesis. Confirmation of the hypothesis would be represented by a trend in data demonstrating fewer outbursts in the class from students with IEPs, and fewer officer referrals for students with IEPs. Reliability and Validity of Instruments PBIS is the instrument, or program, we will be training teachers in for behavior management in the classroom. PBIS has had multiple studies and research that supports it being a valid and reliable way to manage behavior in the classroom. We will be using a behavior data

The Effects of PBIS on Behavior 15 sheet to record behavior outbursts in students with IEPs, and the instrument itself is reliable and valid, but relies heavily on the teacher’s honesty and consistency in recording data correctly. Some threats to internal validity in this study could include gender and exceptionality of each student, the maturity levels of the fifth graders versus the eighth graders, and the attitude of the teachers towards PBIS. By using all students who have an IEP, we are ensuring there is enough data to cover all ages, genders, disabilities, and ethnicities offered in our school. Teachers will be reminded of the importance of implementing PBIS to the best of their abilities across the board. Limitations Some outside interferences that might interfere with student achievement would be absenteeism. Not only the students’ absences, as they would miss the benefits of the implication of the program, but also the absence of teachers during both the training for PBIS, and their absence during the school day, when a substitute teacher may not implement the same practices.

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The Effects of PBIS on Behavior 16 References Centers for Disease Control and Prevention. (2021, July 30). Behavior Management | Adolescent and School Health | CDC. Centers for Disease Control and Prevention (CDC). Retrieved September 2, 2022, from https://www.cdc.gov/healthyyouth/classroom-management/behavior_management.htm  Center on PBIS | Resource: Preventive Classroom Behavior Management Practices. (n.d.). Retrieved September 5, 2022, from https://www.pbis.org/resource/preventive- classroom-behavior-management-practices Center on PBIS | Resource: Preventive Classroom Behavior Management Practices. (n.d.). Retrieved September 5, 2022, from https://www.pbis.org/resource/preventive-classroom- behavior-management-practices Center on PBIS. (2021). Supporting and responding to student’s social, emotional, and behavioral needs: Evidence-based practices for educators (Version 2.0) | Center on PBIS |

The Effects of PBIS on Behavior 17 University of Oregon. Retrieved on September 4, 2022 from https://www.pbis.org/resource/supporting-and-responding-to-behavior-evidence-based- classroom-strategies-for-teachers Conradi, L. A., Walker, V. L., McDaid, P., Johnson, H. N., & Strickland-Cohen, M. K. (2022). A literature review of school-wide positive behavioral interventions and supports for students with extensive support needs | (TIES Center Report 106) | TIES Center and the Center on PBIS. Retrieved September 3, 2022, from https://www.pbis.org/resource/a- literature-review-of-school-wide-positive-behavioral-interventions-and-supports-for- students-with-extensive-support-needs Kern, L., George, H. P., Fintel, N., Baton, E. (August, 2022). PBIS Implementation in Rural Schools in the U.S. Center on PBIS, University of Oregon. www.pbis.org Maki, E., Shaw, S., Putnam, R., Harrington, E., Schrieber, S. (August 2022). Supporting Students with Autism Spectrum Disorders Through School-Wide Positive Behavior Interventions and Supports| Center on PBIS| University of Oregon. Retrieved September 4, 2022, from https://www.pbis.org/resource/supporting-students-with-autism-spectrum- disorders-through-school-wide-positive-behavior-interventions-and-supports National Center on Intensive Intervention, Center on Positive Behavioral Interventions and Supports, & Integrated Multi-Tiered Systems of Support Research Network. (2020). Returning to school: Considerations for students with the most intensive behavioral needs. A guide to supporting students with disabilities, their families, and educators | Eugene, OR: University of Oregon. Retrieved September 4, 2022, from https://www.pbis.org/resource/returning-to-school-considerations-for-students-with-the-

The Effects of PBIS on Behavior 18 most-intensive-behavioral-needs-a-guide-to-supporting-students-with-disabilities-their- families-and-educators-during-the-2020-21-school-year Simonsen, B., Freeman, J., Gambino, A. J., Sears, S., Meyer, K., & Hoselton, R. (November 2021). Are Fewer Students with Disabilities Suspended When Schools Implement PBIS? | Eugene, OR: Center on PBIS| University of Oregon. Retrieved September 3, 2022, from https://www.pbis.org/resource/are-fewer-students-with-disabilities-suspended-when- schools-implement-pbis  Simonsen, B., Putnam, R., Yaneck, K., Evanovich, L., Shaw, S. Shuttleton, C. Morris, K., & Mitchell, B. (February, 2020). Supporting Students with Disabilities within a PBIS Framework | Center on PBIS | University of Oregon. Retrieved on September 5, 2022, from https://www.pbis.org/resource/supporting-students-with- disabilities-in-the-classroom-within-a-pbis-framework Swain-Bradway, J., Johnson, S. L., Bradshaw, C., McIntosh, K. (November 2017). What are the Economic Costs of Implementing PBIS in Comparison to the Benefits from Reducing Suspensions? Eugene, OR: Center on PBIS, University of Oregon . www.pbis.org . University of Virginia. (2017, August 21). The CLASS: Behavior Management & Productivity. School of Education and Human Development | University of Virginia. Retrieved September 3, 2022, from https://education.virginia.edu/class-behavior-management-productivity

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The Effects of PBIS on Behavior 19 Appendix A - Consent Form Paula Stone The University of West Alabama Research Proposal Title: 1. What is the purpose of the study? The purpose of my research is to establish the correlation between implementing behavior management techniques in the classroom, and the number of displays of inappropriate behaviors in that classroom. 2. How was I chosen? You were chosen because you currently have an IEP at W.S. Neal Middle School, and you receive special education services. 3. What will be involved in participating? Each student will participate in classes with teachers who have received training in PBIS, and teachers will record the frequency (how often) and duration (how long) for each outburst in class.

The Effects of PBIS on Behavior 20 4. Who will know what I say? Teachers will randomly assign you a number at the beginning of the study, and only the teachers and administrators will be aware of what your number is. All data will be associated with your number, not your name. 5. What risks and benefits are associated with participation? There is no risk to the students, as their daily lives will not be affected. Benefits could potentially include long-term implementation of the PBIS system, more meaningful participation in class, and a more positive relationship with school. 6. What are my rights as a respondent? You may ask any questions regarding the research, and they will be answered fully. Your participation in the study is voluntary; you may withdraw at any time. 7. What will be published? Following the completion of this research proposal, I plan to maintain my records for use in future publications and scholarly presentations. I plan to publish my findings as articles in professional journals, with the ultimate goal of publishing a book or a chapter in a book. 8. If I want more information, whom can I contact about the study? This study has been approved by the University of West Alabama’s Internal Review Board for the Protection of Human Subjects. This board can be contacted through the office of Mrs. Patricia Pratt. In addition, my research advisor, Professor Skeeter Sellers, can be contacted at ssellers@uwa.edu. __________________________ ___________________________________ Paula Stone, Project Director Respondent’s signature, Date Appendix B Authorization for a Minor to Serve as a Subject in Research I authorize the service of _____________________ as a subject in the research investigation (name of minor) entitled: The Effects of PBIS on Behavior in the Classroom. The nature and general purpose of the research procedure and the known risks have been explained to me. I understand that _____________________ will be given a preservice (name of minor) explanation of the research and that he/she may decline to serve. Further, I understand that he/she may terminate his/her service in this research at any time he/she so desires. I understand the known risks are the possibility of reading scores not increasing or being given behavior modification when it is not needed.

The Effects of PBIS on Behavior 21 I understand also that it is not possible to identify all potential risks in an experimental procedure, and I believe that reasonable safeguards have been taken to minimize both the known and the potential but unknown risks. I agree further to indemnify and hold harmless the University of West Alabama and its agents and employees from any and all liability, actions, or causes of actions that may accrue to the subject minor as a result of his/her activities for which this consent is granted. Witness_____________________________ Signed_____________________________ (parent or guardian) Date_______________________________ To be retained by researcher Appendix C Permission to Conduct Research W.S. Neal Middle School Paula Stone, Special Education Teacher 5183 Hoomesville Road Brewton, AL 36426 September 21, 2022 Ms. Michelle McClung Escambia County Board Of Education 301 Belleville Ave. Brewton, AL 36426 Dear Ms. McClung,

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The Effects of PBIS on Behavior 22 I would like to conduct a study using the students with IEPs of W.S. Neal Middle School. The study proposes to research the effects of Positive Behavior Intervention and Supports (PBIS) on behavior in the classroom. The results of this study will improve the behavior management strategies of teachers and directly impact the success of students with exceptionalities in the general education environment. The study will take place from January 4, 2023, to March 3, 2023. It will be conducted by me, Ms. Paula Stone, a current special education teacher. I feel that this research study is a very worthwhile endeavor for our students and school. Please review the enclosed information in order to make a decision concerning our school’s ability to conduct this research. A consent form has been included. Sincerely, Ms. Paula Stone W.S. Neal Middle School

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Research Proposal_Stone ED504

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