Positive behavior support (PBS) and functional behavioral assessment (FBA) are two significant concepts of the 1997 amendments to the Individuals with Disabilities Education Act. These two concepts...

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Applying Positive Behavior Support and Functional Behavioral Assessment in Schools

SUMMARY In response to public requests to improve the purpose and structure of discipline systems, schools have increased their emphases on “school-wide” positive behavior support. The thesis of this paper is that the current problem behavior of students in elementary and middle schools requires a preventive, whole-school approach. The foundation for such an approach lies in the emerging technology of positive behavior support. The features of positive behavior support are defined, and their application to whole-school intervention articulated. Finally, the steps that have been used to implement school-wide positive behavior support in over 500 schools across the nation are described.

The Evolution of Discipline Practices: School-Wide Positive Behavior Supports

Educators and psychologists are concerned about problem behavior. Fortunately, effective interventions and practices have been documented for addressing this problem behavior. However, sustained an...

https://www.icareby.org/sites/www.icareby.org/files/spr352sugai.pdf

A Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support.

Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) is a universal, schoolwide prevention strategy that is currently implemented in over 9,000 schools across the nation to reduce disruptive behavior problems through the application of behavioral, social learning, and organizational behavioral principles. SWPBIS aims to alter school environments by creating improved systems and procedures that promote positive change in student behavior by targeting staff behaviors. This study uses data from a 5-year longitudinal randomized controlled effectiveness trial of SWPBIS conducted in 37 elementary schools to examine the impact of training in SWPBIS on implementation fidelity as well as student suspensions, office discipline referrals, and academic achievement. School-level longitudinal analyses indicated that the schools trained in SWPBIS implemented the model with high fidelity and experienced significant reductions in student suspensions and office discipline referrals.

Examining the Effects of Schoolwide Positive Behavioral Interventions and Supports on Student Outcomes: Results from a Randomized Controlled Effectiveness Trial in Elementary Schools.

We report a randomized, wait-list controlled trial assessing the effects of school-wide positive behavior support (SWPBS). An effectiveness analysis was conducted with elementary schools in Hawaii ...

A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools.

Two years of office referral data are presented in evaluation of a school-wide behavioral support program designed to define, teach, and reward appropriate student behavior in a rural middle school (grades 6, 7, and 8). During 1994-95, the school had 530 students and recorded 2,628 office referrals. The 1995-96 school year began with a full day in which students were taught five school expectations. Throughout the year, students also received rewards for appropriate behavior and office referrals for infractions. Results during 1995-96 document a 42% reduction in office referrals from the previous year. While the evaluation results do not document functional relationship, they suggest an efficient process for evaluating school-wide behavioral support, teaching appropriate behaviors, and changing the overall “climate” of the school. Implications for future research, and the use of schools as a unit of analysis, are discussed.

School-Wide Behavioral Support: Starting the Year Off Right

Two years of office referral data are presented in evaluation of a school-wide behavioral support program designed to define , teach, and reward appropriate student behavior in a rural middle school (grades 6, 7s ' and 8 ). During 1994-95, the school had 530 students and recorded 2,628 office referrals . The 1995-96 school year began with a full day in which students were taught five school expectations. Throughout the year, students also received rewards for appropriate behavior and office referrals for infractions . Results during 1995-96 document a 42% reduction in office referrals from the previous year. While the evaluation results do not document functional relationship, they suggest an efficient process for evaluating school-wide behavioral support, teaching appropriate behaviors, and changing the overall " climate " of the school. Implications for future research, and the use of schools as a unit of analysis , are discussed.

Joan Swartz

Papers

School-Wide Behavioral Support: Starting the Year Off Right

School-Wide Behavioral Support: Starting the