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
School Wide Positive Behavioral Support is a behavior management system implemented to understand what maintains a student’s challenging behavior. School wide positive behaviour support (SWPBS) is a systems approach to establishing both the overall social culture and intensive behaviour supports needed to achieve academic and social success for all students
Welcome parents and student to Franklin County Elementary. Our superintendent of education has recently decided to implement a school wide positive behavior support. This approach to discipline includes school-wide, targeted, and individualized strategies for achieving social and learning outcomes while preventing problem behavior with all students. It involves modifying our processes and procedures to help decrease problem behaviors. You will see that we have added reminders throughout the school (in the classrooms, hallways, lunchroom, bathrooms, etc.) as a friendly reminder of the rules to encourage good behavior. Our goal is to get more remarks for positive behavior than incident reports for negative behavior every week. The remainder of this paper will outline our School Wide Positive Behavior Support, explaining behavior expectations, rewards, error correction procedures, and data collection procedures.
The contributions of Behaviourism can still be noticed today in approaches to disciplining children in school; behaviour management systems are often governed by positive
During the past decade, school safety has been at the forefront of many school districts safety polices and plans. With recent high profile school shootings, the question school districts continue to ask is how do we keep our schools safe? Administrators face heavy scrutiny when weighing approaches to school safety and student discipline. Likewise, school employees have the right to work in safe environments devoid of life-threatening behaviors (Fenning and Bohanon, 2006; Skiba and Rausch, 2006). America’s founding fathers understood the importance of a public school education. They believed educating its citizens would allow them the opportunity to learn new skills while becoming successful and productive people in society. However, our founding fathers did not predict the severe behavior changes our schools face in educating disruptive and dangerous students. America’s school districts are charged with providing solutions for disruptive and dangerous students (Fenning and Bohanon, 2006; Skiba and Rausch, 2006). School officials must address these issues with research-based interventions and collaborative resources that provide a safe learning environment for all stakeholders (Elliott and Mihalic, 2004; Schoenwald and Hoagwood, 2001). Boards of education continue to support school efforts to rethink best practices for disciplinary alternative middle schools (DAMS). Many school districts focus on research-based interventions and resources that manage aggression and
(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
To begin making schools a safer environment, prevention measures should focus on educating children and parents about the
One of his notable contributions to psychological research was the Woodlawn study which was where the discovery of longitudinal study. Biglan concluded that The Good Behavior Game saves lives because it cultivates positive life choices and has been shown to decrease substance abuse which usually leads to early death. Education researchers Horner and Sugai created the Positive Behavioral Intervention and Support (PBIS) system that uses prevention science to foster positive and nurturing school environments by studying the main consequences of problem behavior. Multiple randomized trials have shown that PBIS is effective in reducing harassment and bullying in schools. Unfortunately it is, more often than not, a challenge for change to occur and many schools are resistant to implementing PBIS into their schools. The chapter goes on to talk about evidence-based and discovery teaching, noting consilience in reference to achieving effective reform in schools.
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.
I work at a school which implements P.B.I.S., also known as P.B.S. (Positive Behavior Supports). Our school P.B.I.S./P.B.S. goals include the following:
Through my teaching experience I have found that school violence encompasses many forms such as verbal harassment, non-verbal harassment, cyber-bullying, intimidation and any act that devalues a student’s self-worth. According to Detroit Public Schools, “it is the intention of the District to provide as safe and nonviolent learning environment for its employees, students, parents, and visitors as is possible. To this end, the District strives to maintain an environment free of threats, harassment, intimidation, physical and verbal abuse, and coercion” (Detroit Public Schools, 2009). The purpose of this policy is create a safe environment where students are free from any tape of harassment. The policy goes on to state it is the staff's responsibility to, “be educated and aware of potential signs and signals of violent or threatening behavior in students”(Detroit Public Schools, 2009). In other words, it is necessary for the school staff to remain vigilant of these signs and address them as soon as appear. Based off the nature of the action the school will follow a course of discipline suited to the accused
An alternative to expulsion and suspension can be the implementation of School-wide Positive Behavior Support (SWPBS) framework (Nocera, Whitbread and Nocera, 2014). It was implemented in a low-performing middle school and it incorporated evidence-based education strategies, improved school climate, reinforced positive student behavior, and improved overall academic achievement (Nocera, Whitbread and Nocera, 2014). In order to change the climate of a school, it must encompass the support of the district, administrators, staff and students. One important facet of the school nurse is case management of conditions and orchestrating care with the school community. This can enable the identification of students with depression, anxiety, behaviors of self-harm and providing them and their families with proper referrals and educating staff on such conditions. Therefore, subsiding harsh punishments and spearheading crisis management of possible destructive behaviors.
School violence can be prevented by parents, communities, teachers, and even classmates can help reduce violence and improve the overall school environment, Also, education and consequences must occur in the home by parents and educators to effectively help reduce school and youth violence. This strategy stands in contrast to use prevention strategies, such as metal detectors and other security measures to help determine benefits and evidence that may offer knowledge and experience in preventing school violence that can enhance approaches to end school
One of the main strategies to meet this goal is the PBIS implementation. According to the PBIS committee leader at Flat Rock Middle School, PBIS stands for Positive Behavior Intervention and Support. It is a proactive and social culture strategy and needed for all students in a school to achieve social, emotional, and academic success. Attention is focused on creating and sustaining primary, secondary, and tertiary systems of support that improve the lifestyle results (personal health, social, family, work, recreation) for all youth by making targeted misbehavior less effective, efficient, relevant, and desired behavior more functional. Even though, PBIS has made a positive impact on the percentage of disciplinary incidents within the school.
School violence has become of the most pressing educational problems in the United States. Gang violence and high profile shootings across the nation cause concern within schools. Communities struggle to understand why these events take place and how they can be prevented. The overwhelming response to solve the issue of violence in schools is the increasing societal pressure to execute zero tolerance. Zero tolerance is driven by the educational philosophy, policies, and practices of school communities. Stakeholders expect schools to be a safe place for staff and for students. Stakeholders assume that a positive classroom environment, safe students, and school enjoyment are conditions necessary to create a positive climate where learning takes place. This assumption can be backed with research. A calm classroom environment, teachers’ management of disruptive behavior, and students’ view of school safety are factors that have been found to directly correlate with student achievement in the classroom (Ma & Willms, 2004). Safety and a feeling of not being threatened during school hours have been found to be important to students’ achievement. Failure to remove a disruptive or an unruly student from school has been found to have a negative impact on achievement and creates a great risk to school staff and students (Garbarino et al., 1992). Teachers cannot teach and students cannot learn in an