Positive Behavior Interventions: A Case Study

(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

Positive behaviour support (PBS) is an approach to providing services to individuals who exhibit challenging behaviour. Since the early 1990s, PBS has received increasing attention from the behaviour-analytic community. Some behaviour analysts have embraced this approach, but others have voiced questions and concerns. Over the past dozen years, an approach to delivery of behavioral services known as positive behavior support has emerged as a highly visible movement. Although PBS has been substantially influenced by applied behavior analysis, other factors are also part of its

The implementation of positive behavior management systems in schools play a vital role in creating and maintaining a safe and supportive school environment. According to (safeschoolshub) “A safe school is one that takes action to promote and recognize positive student behavior, ensure student safety and minimize risk.”

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

Kuba (2015) mentions in her dissertation which identifies qualities of low SES families that promote school success for their students, that those parents in her study who “employed proactive techniques and utilized positive reinforcement” instead of physical discipline experienced more success with their students (p. 79).

Some of the outcomes from the study involved improved view of school as a caring environment which led to better learning in core subjects. This program lowered overall depression symptoms for the fourth through sixth grade students, but was significant especially for the students in sixth grade that were reported victims of bullying. Lowering depression symptoms also improved self-esteem among the sixth-grade victims as well. Not only were significant improvements seen following the study, but these improvements were seen to have long lasting effects six months after the completion of the program. Results like this suggest that these children will possibly carry what they have learned into future school environments and on to post school or career fields. The only down side I saw to this program is that it has yet to have been replicated using other cultures, but I have hope that the University of Kansas students are in the process of completing this

2. Bailey and Blair provide plenty of background information discussing Positive Behavior Support (PBS) as effective methods to use with children with developmental disorders and problem behavior (2015). Prevent-Teach-Reinforce (PTR) is an intervention model of PBS that follows the principles of applied behavior analysis (ABA). Five steps occur in the PTR model: teaming, goal setting, assessment, intervention, and evaluation. Bailey and Blair cited the study of Dunlap, Iovannone, Wilson, Kincaid, and Strain (2010) in which two case studies were done involving two boys that had problem behavior in addition to academic and social delays. Results from the studies indicated that the PTR intervention was effective in decreasing problem behavior and increasing appropriate behavior. Bailey and Blair also cited the work of Sears, Blair, Crosland, and Iovannone (2013) in which PTR was implemented in home

The results showed that there was a significant decrease in the number of times Jim displayed outbursts after the intervention was incorporated. The incorporation of the ABAB design has proven to be effective in this study and will allow Jim to incorporate the utilization of appropriate behavior in future classes.

First of all, schools have found that positive school interventions creates a positive learning environment. According to PBIS, (Positive Behavior Interventions and Support), they found that it does creates a better learning environment for the students. Also, they have found that having school suspension does in fact not help students be better behaved in the future.

The purpose of this study was to explore the links between implementation of School-wide positive Behavior Interventions and Supports (SWPBIS) and (1) academic, (2) attendance, and (3) behavior outcomes in 883 high schools (Freeman, et al., 2016).

This article will address the data collection of aggressive behavior incidents at Pathway High School. We will address several different data collections and measurements to the following subjects: The occurrences of aggressive behavior incidents reported before and after a program implementation, the data and success rate on the behavior correction procedures in the classroom by teachers and the success rate to the implementation of the School-Wide Positive Behavioral Support (SWPBS) program, within Pathway High School.

In putting together a team which is not an easy task when one really does not have students to work with constantly. Our team agreed to use the School Wide Positive Behavior Support (SWPBS) approach. This approach uses “a broad range of systematic and individualized strategies for achieving important social and learning outcomes while preventing problem behaviors with all students.”(Northampton Area School District) It is also based on a three-tiered model that addresses student behavior at each of the three tiers. The ultimate goal is student achievement.

During our school-wide transition process, we realized that there is a strong correlation between academic achievement and behaviors that negatively affect our students. The Positive Behavioral Interventions and Support program (PBIS), a teaching and training organization for professional educators, cites numerous studies on its website that suggest students with poor classroom behavior often struggle with academic skills. Behavior outcomes refer to the changes that student actions can have on the ability to maintain good performance in the classroom. Positive changes to the behavior of students can improve the academic outcomes at any grade level. Therefore, it is our goal to begin to lessen

Many children come to school with behavior problems that impede their learning and disrupt the the learning of other children. As early as preschool as many as twenty-five percent of children demonstrate problematic behaviors which place them at risk for future negative school experiences (Conroy, M., Sutherland, K., Haydon, T., Stormont, M., & Harmon, J, 2009). These children exhibit aggression, defiance, bullying of others, poor work habits, and acting out in class. Overtime these behaviors become chronic for some students and cyclical patterns of poor behavior, reactionary discipline, failed relationships with staff and peers, low self-esteem, and poor academic performance plague these children. Many teachers feel frustrated as they

Attendance, behavior and academic performances are significant because they indicate the overall school effectiveness and students long-term outcomes with the implementation of School Wide Positive Behavioral Interventions Supports System (Freeman et. al, 2015). Most research that is conduced on SWPBIS is taken place at elementary schools or middle schools, leaving the need to examine outcomes at the high school level (Freeman et al., 2015). For this reason, the purpose of the study was to analyze the relationship between Tier 1 of SWPBIS implemented accurately and fluently to determine academic, attendance and behavioral outcomes measure across a large sample of high schools (Freeman et al., 2015). In order to determine the effectiveness of SWPBIS, a database was constructed across seven years (2005-2011) which combined elements from Special Education Programs used by schools trained in SWPBIS as well as state level data obtain from public available state department websites (Freeman et al, 2015). A quasi-experimental was designed in order to determine the relationship between exposure to SWPBIS and school outcomes. Comparisons were made with school outcomes after SWPBIS was implemented and school outcomes prior to the implementation (Freeman et al., 2015). The implementation of SWPBIS measured fidelity across assessments such as SET and BoQ. This allowed schools and researchers to use both measures at different times and provide a better understanding of the schools