Attendance, Behavior And Academic Performance

(b) The data for this study came from a sample of 6,988 children enrolled at 21 elementary schools that participated in a randomized trial of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). This trial specifically included data on instances of

It is exceedingly important for schools to ensure a balanced and stable environment that provides safety, well-being, and acceptance to all students. In order to do this, as well as generate a positive communal learning atmosphere that empowers the entire student body of the school and the individual classroom, there needs to be a school-wide positive behavioral intervention and support (PBIS) system implemented. The defined explanation of PBIS is “a framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academically and behaviorally important outcomes for all student” (Sugai and Simonsen, 2012). The goal of a PBIS application to a school’s community is to develop appropriate standards

P., & Pas, E. T. (2011). A Statewide Scale Up of Positive Behavioral Interventions and Supports: A Description of the Development of Systems of Support and Analysis of Adoption and Implementation. In School Psychology Review (pp. 530-548). National Association of School Psychologists.

Positive behavioral interventions and supports, also known as PBIS, has gone through several developments over the years. According to Sugai and Simonsen (2012), in the 1980's it was decided that there was a need for a system that would better implement and document behavioral interventions for students who have a variety of behavioral disorders (BD). In the 1990's it was added to the reauthorized Individuals with Disabilities Act.

This helps schools begin to identify students who are in need of additional support. Both RtI and PBS advocate for using evidence-based interventions that require resources appropriate to the student’s level of need, and then monitoring the progress of students receiving those interventions. RtI and PBS offer opportunities to address academic and behavior problems effectively with interventions at different levels of intensity and support. RtI and PBIS models are very similar. They differ based on the fact that Rti is targeting academic progress and PBIS is targeting behavior progress in

According to Feierman, (2013)Researchers have identified evidence-based practices that reduce incidents of school delinquency including violent misbehavior, lessen the need for exclusionary disciplinary practices or referrals to the justice system, and amilorate academic performance among all students. School-Wide Positive Behavioral Supports (SWPBS)—also referred to as Positive Behavioral Interventions and Supports (PBIS), restorative justice and trauma-informed education are examples of these practices. PBIS is the only such approach directly supported by federal law, the Individuals with Disabilities Education Act requires consideration of PBIS in an eligible student individualized education program.

Universal supports and instruction are the core programs and strategies provided to all students within the school building to promote successful student outcomes and prevent school failure. Tier 1 supports are intended for all students in the school. The core components of prevention include setting clear behavioral expectations, creating an acknowledgement system to reinforce desired behaviors, and developing a system for addressing misbehavior. Creating clear expectations is the first step in developing a school-wide PBIS program. The Universal System

This article is based from an AB designed case study that lasted three years in an alternative, private school setting in Northern California where School-wide PBIS was implemented. The students in this study exhibited a variety of disabilities including: autism, Downs Syndrome, visual impairments, emotional disturbance, among others such as ADD and cerebral Palsy. Enrollment increased during this study from 33 students to 53 students on average. Authors use data from the Discipline Prevention data from Eugene, Oregon. The authors also use the following articles to support their findings from the case study: “Second Step: A violence prevention curriculum” “Social skills instruction for students at risk of antisocial behavior” “School wide positive behavior intervention support: An alternative approach to discipline in schools” Shifting from reactive to proactive discipline in an urban school district” “A blueprint of positive behavior intervention

EBIs to reduce disruptive behavior and increase academic achievement can include trainings and implementation support at the school, class-wide, and individual student-level, and are often either academic or behavioral in nature. Overall, implementation of both universal (i.e. class-wide) and targeted (i.e. student-level) interventions have demonstrated positive impacts on decreasing disruptive behaviors and increasing student academic achievement (Flower, McKenna, Bunuan, Muething, & Vega, 2014; Vannest, Davis, Davis, Mason, & Burke, 2010).Ross, Romer, and Horner (2012) also found that teachers in schools implementing Positive Behavioral Interventions and Supports with high fidelity

The well research Positive Behavior Intervention and Support system has been widely implemented throughout the United States because school feel it is a great alternative to the zero tolerance. Much of PBIS has been implemented in elementary schools and it has shown the younger children react more positively to the system. In fact, Bradshaw estimated there is about 22,000 schools who have taken in this policy (Bradshaw, et al.). This is a large amount of school in the United State who have implemented this policy. School have begun to realize the poorly implemented zero tolerance policy is unacceptable and have shifted to a more proactive plan. Resultantly, it seems to be a common theme throughout the school who have carried out this policy

Raver and Knitize state (as cited by Bayat, Mindes, & Covitt, 2010) that “some estimates suggest 10% of preschoolers exhibit noticeable problem behaviors, with 4-6% of this population exhibiting serious behavior difficulties. Preschool children are expelled at a rate that three times more than students in grades K-12 (Bayat et al., 2010). Gilliam reported (as cited in Bayat et al., 2010) that the lowest rate of expulsion was associated with when there are behavioral interventions in the classroom. Progress monitoring and interventions are not only for academic struggles. It can be used to help with behavior issues and struggles in the early childhood classroom. Intervention teams have intervention opinions to use such as Positive Behavioral Interventions and Supports (PBIS) and function-based interventions.

Schoolwide positive behavioral interventions and supports is a systems approach to effectively managing student behavior. The review of literature will discuss the critical elements to a systems approach for schoolwide behavior management and the proposed implementation. I will also focus on describing the barrier and enablers for successful implementation of PBIS. Finally, I will discuss the literature on sustainability of PBIS.

According to Villalba, Latus, Hamilton, and Kendrick (2005), the Individuals with Disabilities Education Act (IDEA) mandates all students in special education classes must be provided with counseling services as part of their right to a free and appropriate education (FAPE). Furthermore, the act mandates those students in special education classes who display inappropriate behavior must have a functional behavior assessment (FBA) on their record, which is developed by a team of school providers, including counselors, and used to create and implement a behavioral intervention plan (BIP).

Positive Behavioral Support Systems (PBSS) have shifted from its inception as a response to punitive discipline practices for students with severe behavioral challenges. Instead of creating interventions for individuals with profound disabilities, as it once did in the 1980’s, it recognizes that all stakeholders within an organization contribute to a positive climate. The movement was sparked by changes made to the Individuals with Disabilities Act (IDEA) in 1997, which acknowledges that individuals with exceptionalities should not be targeted with specialized plans but be incorporated into a comprehensive framework that holds high expectations for all. This change in philosophy helped to address a need for policies and approaches that vary the levels of interventions required for both academic and behavioral needs. This contribution has inspired the development of multi-tiered levels of support. This approach suggests that when we have effective practices in place for the majority, we should only expect a small percentage of others to require alternative methods. (Dunlap &

In 2008 the author of this article, Ronen Sebag implemented the SABM model that’s outlined above, with teenaged students at an urban Title 1 high school. The students in this study did have special needs. The model proved successful for 61 % percent of students in the fall semester, and 50 % of students in the spring semester. However, success rates were a lot higher for students who attended class regularly. These students behavior improved by 94 percent, because they followed the model on a continuous basis.