Classroom Instructional Ecology and School-Wide Positive Behavior Support

Algozzine, Kate; Algozzine, Bob

doi:10.1300/j370v24n01_02

Cited by 32 publications

(33 citation statements)

References 38 publications

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“…Despite its effectiveness, SWPBIS is susceptible to the fate of many promising educational innovations-being reduced to watered-down, ineffective policies and practices that have little impact on what actually goes on in schools (Algozzine & Algozzine, 2010). Proper training is essential to effective implementation and sustained change.…”

Section: Implications For Research Training and Practicementioning

confidence: 99%

“…Implications for school psychology training and practice are addressed. C 2011 Wiley Periodicals, Inc.Reducing problem behavior is a key concern for educators across grade levels and settings, with "lack of discipline" consistently identified by professionals and the general public as a considerable school problem (Algozzine & Algozzine, 2010). Although the academic progress of students remains the primary objective of educators, teaching and learning can be hindered substantially by problem behavior, as, for instance, management of inappropriate student behavior has been found to consume as much as 80% of instructional time (Scott, 2001).…”

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confidence: 99%

“…SWPBIS reduces the number of students experiencing severe behavioral difficulties, both in general and special education (Sailor et al, 2006), thereby reducing the need for intensive services and supports (Reinke et al, 2010). In addition, wellimplemented SWPBIS contributes to improved teaching and learning because it reduces classroom disorder and disruption (Algozzine & Algozzine, 2010). Consequently, SWPBIS has been shown to positively impact academic achievement (Bradshaw et al, 2010), school climate, and staff job satisfaction (Bradshaw et al, 2008;Sailor et al, 2006;.…”

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confidence: 99%

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A survey of school psychologists' preparation, participation, and perceptions related to positive behavior interventions and supports

Sullivan

Long

Kucera

2011

Psychology in the Schools

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Positive behavior interventions and supports are increasingly utilized in school systems throughout the nation, particularly the school-wide multi-tiered support framework. Given such trends, and the basis of these practices in psychological principles and research, it is important to identify how school psychologists are trained to contribute to such efforts, their involvement in intervention activities, and their perceptions of this approach. We surveyed a national sample of 557 school psychologists regarding their training, involvement, and perceptions of positive behavior supports. The results indicate that although most respondents had a variety of training experiences in multiple behavior-related areas, one quarter did not report receiving any training related to school-wide positive behavior interventions and supports (SWPBIS). Although 35% of school psychologists reported employment in schools implementing SWPBIS, these schools varied in the SWPBIS elements in place. Implications for school psychology training and practice are addressed. C 2011 Wiley Periodicals, Inc.Reducing problem behavior is a key concern for educators across grade levels and settings, with "lack of discipline" consistently identified by professionals and the general public as a considerable school problem (Algozzine & Algozzine, 2010). Although the academic progress of students remains the primary objective of educators, teaching and learning can be hindered substantially by problem behavior, as, for instance, management of inappropriate student behavior has been found to consume as much as 80% of instructional time (Scott, 2001). Unfortunately, traditional methods of school discipline are primarily reactive and punitive, and are regarded ineffective in reducing undesirable student behaviors in schools (Skiba, 2002;Skiba & Peterson, 2000). Researchers suggest that many student behavior problems are the result of unclear expectations, lack of routine, and poor environmental arrangements that can be ameliorated through the application of school-wide positive behavior interventions and supports (SWPBIS), a preventative, multi-tiered systemic framework for behavior support and school discipline (Scott, 2001) that incorporates behavioral principals and practices shown to improve behavior. It is now considered best practice for school discipline (Algozzine & Algozzine, 2010) and implemented in more than 9,000 school systems nationwide (Horner, 2009). Because SWPBIS provides a general framework for behavioral intervention, implementation varies across sites, with certain defining core features, as will be discussed below.The focus of this article is on understanding school psychologists' preparation for and involvement in positive behavior interventions and supports (PBIS), with an emphasis on SWPBIS. First, we review the SWPBIS framework, with an emphasis on the psychological foundations and basic elements for supporting students' behavioral and academic competence. Next, we discuss the processes and roles within the framework, particularl...

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Section: Implications For Research Training and Practicementioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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A survey of school psychologists' preparation, participation, and perceptions related to positive behavior interventions and supports

Sullivan

Long

Kucera

2011

Psychology in the Schools

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“…Rules are identified as one feature of effective CBM both in evaluations of school-based programmes (Algozzine and Algozzine 2007;Gottfredson, Gottfredson, and Hybl 1993;Jackman and Rosenberg 2003) and surveys of teachers' views about CBM (Akin- Little, Little, and Laniti 2007;Little and Akin-Little 2008;van Tartwijk et al 2009). Little and Akin-Little (2008) state that firm but fair rules are an essential element of any CBM programme, and identify certain qualities associated with good rules, such as using positive, specific and simple language, and having as few rules as possible (they suggest a maximum of five).…”

Section: Rulesmentioning

confidence: 99%

“…As Little and Akin-Little put it: 'The worst time to select a punisher is during an episode of student misbehaviour' (2008,229). Similarly, determining a shared, consistent approach to responding to chronic and more severe behaviours is seen as a key element in CBM programmes which have been positively evaluated (Algozzine and Algozzine 2007;Jackman and Rosenberg 2003).…”

Section: Procedures For Chronic Misbehaviourmentioning

confidence: 99%

Classroom behaviour management: educational psychologists' views on effective practice

Hart¹

2010

Emotional and Behavioural Difficulties

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The behaviour of children and young people in schools is a perennial concern to educators and the wider public alike. It also represents a significant focus for the work of educational psychologists (EPs). Research evidence has identified a number of strategies that teachers, students and school inspectors believe contribute to effective classroom behaviour management (CBM). Psychological theory has also been used to inform approaches to CBM. This study focuses on EPs' views about effective CBM. EPs within one educational psychology service completed an activity which involved them identifying strategies they considered were most effective for CBM. Their responses were analysed using thematic analysis. A number of psychological functions or mechanisms underlying effective CBM strategies were identified. Based on these mechanisms an approach to CBM is advocated which draws from differing psychological paradigms and principles, and which suggests that effective CBM strategies and practices should be implemented at different systemic levels. Limitations of the present study and possibilities for future research are discussed.

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Effects of school‐wide positive behavior support on teacher self‐efficacy

Kelm

McIntosh

2012

Psychology in the Schools

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This study examined the relationships between implementation of a school‐wide approach to behavior, School‐wide Positive Behavior Support (SWPBS), and teacher self‐efficacy. Twenty‐two teachers from schools implementing SWPBS and 40 teachers from schools not implementing SWPBS completed a questionnaire measuring aspects of self‐efficacy. Differences in ratings of self‐efficacy were examined using multilevel modeling. Results showed that teachers at SWPBS schools reported significantly higher perceptions of teacher self‐efficacy when controlling for school‐level effects. Results are discussed in terms of implications for future research and practice. © 2011 Wiley Periodicals, Inc.

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Classroom Instructional Ecology and School-Wide Positive Behavior Support

Cited by 32 publications

References 38 publications

A survey of school psychologists' preparation, participation, and perceptions related to positive behavior interventions and supports

A survey of school psychologists' preparation, participation, and perceptions related to positive behavior interventions and supports

Classroom behaviour management: educational psychologists' views on effective practice

Effects of school‐wide positive behavior support on teacher self‐efficacy

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