School-Wide Positive Behavior Interventions and Supports Survey (original) (raw)
Related papers
2009
As education professionals continue to focus on the critical issue of behavior management, a number of schools are turning toward the use of Schoolwide Positive Behavior Interventions and Supports (SWPBIS). As over a decade of research indicates, SWPBIS provides an effective, evidence-based approach to behavior management utilizing universal screening and the teaching of prosocial behavior across the campus. Reliance on data-based decision making has resulted in dramatic gains in positive student behavior for many schools utilizing a SWPBS program. As explained here, implementation of such a program requires specific but flexible steps that lead to the establishment of a SWPBS program tailored to the particular needs of a school. For decades special and general education teachers alike have identified behavior management as a critical issue within schools (Lui & Meyer, 2005). An increasing number of schools are turning toward Schoolwide Positive Behavior Interventions and Supports (...
Predictors of Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports
Journal of Positive Behavior Interventions, 2016
In this analysis of extant data from 3,011 schools implementing school-wide positive behavioral interventions and supports (SWPBIS) across multiple years, we assessed the predictive power of various school characteristics and speed of initial implementation on sustained fidelity of implementation of SWPBIS at 1, 3, and 5 years. In addition, we partitioned variance in whether schools sustained SWPBIS at the school, district, and state levels. Results showed that the largest differences in fidelity were at the state level. In addition, school characteristics (particularly grade levels served) and speed of initial implementation were significant but small predictors of sustained implementation. Results are discussed in terms of effective supports at the state and district levels, as well as addressing types of schools at greater risk of abandonment, such as high schools.
Impact of School-wide Positive Behavior Supports on Student Behavior in the Middle Grades
RMLE Online, 2014
Research shows that school-wide positive behavior supports (SWPBS) can be an effective alternative to traditional reactive, punitive approaches to problem behavior. However, few studies examine the use of the approach as part of a comprehensive school improvement process involving academic as well as behavioral goals, particularly with regard to use of data-driven decision making and data teams. This article describes the efforts of a low-performing middle school in establishing preventative measures and interventions within such a framework. Results indicate a reduction in teacher discipline referrals and student suspensions, including those involving students with disabilities and statistically significant improvement on 30 of 47 items of a school climate and student resiliency survey. In addition, school scores on state mastery tests in both reading and math improved by 25% and 11%, respectively. This study suggests that the implementation of a SWPBS framework may result in improved academic and behavioral outcomes for all students.
Kuram Ve Uygulamada Egitim Bilimleri, 2016
Schoolwide Positive Behavioral Interventions and Support (SWPBIS) focuses on interventions in order to meet the social behavioral demands of schools with the help of a three-tiered model. The main aim in SWPBIS is to ensure behavioral success and academic achievement of students in schools. By analyzing the related studies it was seen that there are many studies focusing on the effectiveness of SWPBIS practices in schools and there is an ascending trend in the application of SWPBIS in schools. As a result, this study was conducted to review the experimental and quasi-experimental studies related to the SWPBIS published in the Journal of Positive Behavior Interventions (JPBI) between 1999 and 2015. The studies were examined in depth by using epistemological document analysis in 6 categorical areas: (a) purpose, (b) participants, (c) dependent variables, (d) method, (e) limitations, and (f) recommendations. Findings are discussed in accordance with the relevant literature. Finally, new proposals were made for new research and applicability in other countries.
2019
The relationship between PBIS implementation fidelity and reductions in student office discipline referrals (ODR) has been relatively well-established in the literature; however, results related to other student outcomes such as suspensions, attendance, and academic performance are not well explored especially at the high school level. The purpose of this study was to examine the relations between PBIS implementation fidelity and student-level behavior (ODR, suspension), attendance (days absent, tardies), and academic (GPA) outcomes in a large sample of 12,127 students from 15 high schools implementing PBIS in a natural context without direct research support. Our findings suggest high schools implementing PBIS with fidelity may see improvements in student outcomes beyond reductions in ODRs. After controlling for student and school demographic variables, schools which were implementing with higher fidelity in this sample had fewer absences, unexcused tardies, ODRs, and suspensions. ...
The High School Journal, 2013
Schoolwide positive behavior support (SWPBS) is a systems-level intervention designed to prevent the occurrence of problem behavior and increase social competence. A growing body of research documents that SWPBS reduces problem behavior and improves academics (e.g., ), yet documentation of the feasibility of implementing SWPBS in high school settings is lacking. The current study examines implementation of universal SWPBS components in eight high schools serving over 15,525 students across a three-year period. Our findings were that improvements in implementation were evident between baseline and the end of year one, yet the implementation of SWPBS practices took a minimum of two years to achieve statistically significant and meaningful changes. These results suggest that unique aspects of the high school context may present specific implementation challenges.
Practical considerations in creating school-wide positive behavior support in public schools
Psychology in the Schools, 2007
School-wide positive behavior support (SWPBS) has been identified as an effective and efficient method to teach students prosocial skills. It requires both effective behavior support practices and systems that will support these changes, including data-based decision making among the school leadership team. There are many practical and systemic factors that school personnel should examine before they consider themselves ready for systemic school-wide changes, including those associated with the (a) leadership team, (b) staff, (c) administration, (d) coach/ facilitator, and (e) district. Practical considerations in each of these areas will be identified and discussed so that practitioners can anticipate their needs as they create effective SWPBS, particularly in low performing urban schools.
Education and Treatment of Children, 2008
High fidelity implementation of school-wide PBIS has been linked with improvements in student and staff behavior, but less is known about which aspects of the model may be present in schools prior to training, and whether some features of PBIS are implemented faster than others. The present study examines the progression of school-wide PBIS implementation using School-wide Evaluation Tool data collected across three years from 21 schools randomly assigned to receive training in PBIS and 16 schobls not trained in PBIS. Trained schools evidenced significantly higher levels of implementation fidelity. Non-trained schools showed some increases, but lagged behind trained schools on all subscales except Systems for Responding to Violations. Findings suggest that program trainers and behavior support coaches should concentrate initial efforts on strategies for Defining and Teaching Expectations, whereas less time may be needed for developing Systems for Responding to Violations. Recommendations for high fidelity implementation of school-wide PBIS are provided.
A Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support
School Psychology Review, 2006
Educators and psychologists are concerned about problem behavior. Fortunately, effective interventions and practices have been documented for addressing this problem behavior. However, sustained and expanded uses of these interventions and practices have not been consistent or widespread. One promising approach to the systemic and sustained implementation of these practices is school-wide positive behavior support (SWPBS). The SWPBS effort emphasizes an integration of measurable outcomes, data-based decision making, evidencebased practices, and overt support systems for implementers. This behaviorally based, comprehensive systems approach is suggested as a means of achieving durable implementation of effective school-based interventions. Although the SWPBS approach is conceptually sound and comprised of supportable behavioral practices, further systems-level demonstrations and validations of efficacy, effectiveness, and expansion are recommended. Teaching and learning in many schools are disrupted by problem behavior, like harassment, aggression, social withdrawal, and insubordination (Walker, Ramsey, & Gresham, 2005). Fortunately, the literature documents effective classroom management and school-wide discipline practices for establishing safe and effective classrooms and schools