An Investigation of Multitiered Behavioral Interventions on Disruptive Behavior and Academic Engagement of Elementary Students

Abstract

School-Wide Positive Behavior Interventions and Support (SWPBIS) is an empirically based, multifaceted systems approach consisting of school-wide and individual interventions delivered across three levels of support to improve socially valued outcomes (Office of Special Education Programs Technical Assistance Center on Positive Behavioral Interventions and Supports, 2015). Research has shown that schools implementing SWPBIS have fewer office discipline referrals (Vincent, Swain-Bradway, Tobin, & May, 2011) and are less likely to use exclusionary discipline practices (Bradshaw, Mitchell, & Leaf, 2010). Check-In Check-Out (CICO) and function-based selfmonitoring (FBSM) are two interventions that have been used within SWPBIS, as a Tier II and a Tier III intervention, respectively, with promising results in supporting the behavioral needs of students (

A meta‐analysis of Tier 2 interventions implemented within School‐Wide Positive Behavioral Interventions and Supports

“…The results indicated that only 16.7% ( n = 2) of the 12 studies published before 2013 met the WWC DS with or without reservations whereas 57.1% ( n = 8) of the 14 studies published after 2013 met the standards with or without reservations. We found that only four studies met the WWC DS without reservation (Bunch‐Crump & Lo, 2017; Hawken & Horner, 2003; Miller et al, 2015; Rodriguez & Anderson, 2014), suggesting that in future studies, researchers should be fully familiarized with WWC standards to ensure that they design high‐quality studies.…”

Self-Monitoring With Secondary Students: Using a Smartphone App to Increase Attention to Task

“…Students self-record their responses by touching the “yes” or “no” that appears on the screen as the self-monitoring prompt fades (The University of Kansas, 2019). Researchers have implemented I-Connect self-monitoring strategies using smartphone-sized tablets (Clemons et al, 2016; Wills & Mason, 2014) and mobile devices (Bunch-Crump & Lo, 2017) with elementary and high-school students with disabilities and disruptive or inattentive behaviors in general education and special education self-contained classrooms. Results of these studies indicated improvements in the behaviors targeted for self-monitoring across participants.…”

Making Mathematics More Friendly; A Thoughtful Review of Problem-Solving Concept as a Tool

“… substantial emphasis on academic instruction and students' engagement in academic tasks [24],  whole-class instruction [23],  effective question-answer and individual practices [25],  minimal disruptive behaviour [26].  high teacher expectations [27],  substantial feedback to students [25].…”