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

Sugai, George; Horner, Robert

doi:10.1080/02796015.2006.12087989

Cited by 715 publications

(357 citation statements)

References 45 publications

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“…In institutional settings, for example, Patterson and colleagues (1992) found that peers provided nine positive reinforcements to every one positive reinforcement for a prosocial behavior provided by staff (Buehler, Patterson, & Furniss, 1973). There are several evidence-based school programs that effectively focus on increasing the ambient rate of positive reinforcement to students for behavior that promotes academic achievement and engagement, including positive behavior intervention support (Sugai & Horner, 2006) and the Good Behavior Game (Barrish, Saunders, & Wolf, 1969; Kellam, Keegan, Kendziora, & Poduska, 2002). There is often, however, a gap between universal interventions such as these and the needs of high-risk students are who already presenting with problem behaviors.…”

Section: Discussionmentioning

confidence: 99%

Peer Network Dynamics and the Amplification of Antisocial to Violent Behavior Among Young Adolescents in Public Middle Schools

Kornienko

Dishion

2017

Journal of Emotional and Behavioral Disorders

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This study examined longitudinal changes in peer network selection and influence associated with self-reported antisocial behavior (AB) and violent behavior (VB) over the course of middle school in a sample of ethnically diverse adolescents. Youth and families were randomly assigned to a school-based intervention focused on the prevention of substance use. Using a longitudinal social network modeling approach, we found that students with similar levels of AB were more likely to affiliate during the transition from sixth to seventh grade (peer selection). Higher levels of AB in the seventh grade led to growth in network size by eighth grade. No peer selection effects documented for VB, but youth became more similar to total levels of VB reported by their peers between seventh and eighth grades (peer influence). As expected, AB was positively associated with VB levels. Random assignment to intervention condition affected peer selection at Grade 7 but did not reduce levels of self-reported AB or VB. These findings suggest that managing peer networks using a variety of strategies is likely to reduce peer contagion for AB and VB in a public middle school setting. We discuss emerging intervention strategies for the management and the prevention of emotional and behavioral disorders.

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Section: Discussionmentioning

confidence: 99%

Peer Network Dynamics and the Amplification of Antisocial to Violent Behavior Among Young Adolescents in Public Middle Schools

Kornienko

Dishion

2017

Journal of Emotional and Behavioral Disorders

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“…The present study demonstrates how one state was able to influence the practices of well over 100 schools by working with districts to adopt the implementation practices needed to install evidence-based instructional and behavioral strategies. Adoption meets Sugai and Horner's (2006) four primary adoption considerations: (a) the systems have been shown effective as are the EBPs they support, by definition; (b) they are efficient and combining them improves their efficiency; (c) they are highly relevant as they address the needs of both teachers and their students; and (d) once in place, the systems can be durably sustained provided schools personnel receive the supports they need from their districts, administrators, and specialists. Resources, such as SISEP and NIRN's active implementation frameworks (2013-2017), have been developed to describe how to use implementation drivers, teams, and stages along with fidelity assessments and improvement cycles to iteratively expand the use of tiered systems and EBPs within them as they were intended.…”

Section: Resultsmentioning

confidence: 99%

Scaling Up and Integrating Effective Behavioral and Instructional Support Systems (EBISS): A Study of One State’s Professional Development Efforts

Chaparro

Smolkowski

Jackson

2019

Learning Disability Quarterly

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Oregon’s Effective Behavioral and Instructional Support Systems (EBISS) initiative was implemented in 25 school districts. The initiative trained and coached district leaders and teachers in the use of the EBISS model through the lens of implementation science. The EBISS model integrates school-wide positive behavior intervention and supports (SWPBIS) and the school-wide reading model (SWRM) to improve schools for all students and to reduce the number of students at risk of learning difficulties. Proximal outcomes included gains in the number of building-level SWPBIS and SWRM implementation teams and the activities of those teams. Distal outcomes included statistically significant gains in oral reading fluency (ORF) in first and third grades and marginally significant decreases in the percentage of students in the intensive category for reading in second and fourth grades. These findings suggest that to optimize improvements in teacher and student outcomes, a rigorous system of professional development and coaching appears necessary.

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“…First, we propose greater integration between the mentoring program and existing tiered systems of support. These systems, such as positive behavior interventions and supports (PBIS 38 ) or expanded school mental health (SMH 39 ) services, are implemented within schools in increasing frequency and involve the coordination and support of various professionals who are native to the school. As coordinators, we often found it challenging to help address the needs of this population without the support and involvement of other school professionals, including school counselors and psychologists, and social workers.…”

Section: Considerations For Future Research and Implementationmentioning

confidence: 99%

Pilot randomized trial of brief school‐based mentoring for middle school students with elevated disruptive behavior

McQuillin

McDaniel

2020

Annals of the New York Academy of Sciences

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We report a pilot study of a brief (i.e., 10 sessions) goal‐focused mentoring program for middle school students with elevated disruptive behavior. Students with high levels of school misconduct (n = 67) were randomly assigned to the program or school as usual. We collected multi‐informant emotional, behavioral, and academic functioning assessments pre‐ and postintervention. Results indicate that the program produced significant positive changes in school behavioral infractions, math grades, students’ report of emotional symptoms, and school problems. Mentors found the curriculum acceptable, understood the material from the manual, found implementing the curriculum feasible, and felt the program was congruent with the school mission. Mentors of less impaired students indicated that they desired additional support implementing the manual, perhaps indicating the program is overengineered for students with higher levels of impairment. The manuscript concludes with a discussion of considerations for future research and implementation, including the importance of integrating mentoring programs into existing support systems (e.g., multitiered systems of support) within the school context.

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

Cited by 715 publications

References 45 publications

Peer Network Dynamics and the Amplification of Antisocial to Violent Behavior Among Young Adolescents in Public Middle Schools

Peer Network Dynamics and the Amplification of Antisocial to Violent Behavior Among Young Adolescents in Public Middle Schools

Scaling Up and Integrating Effective Behavioral and Instructional Support Systems (EBISS): A Study of One State’s Professional Development Efforts

Pilot randomized trial of brief school‐based mentoring for middle school students with elevated disruptive behavior

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