Effective Behavior Support in British Columbia

Chapman, Don; Hofweber, Cheryl

doi:10.1177/109830070000200409

Cited by 20 publications

(20 citation statements)

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“…It has been implemented in over 20,000 schools in the United States, and schools in Canada have been implementing PBIS for over 15 years (Chapman & Hofweber, 2000). PBIS has been shown across multiple randomized controlled trials (conducted at different universities) to reduce levels of problem behavior, decrease suspensions, and increase academic achievement in U.S. schools (Horner, Sugai, & Anderson, 2010).…”

Section: Positive Behavioral Interventions and Supports As A Potentiamentioning

confidence: 99%

Examining Disproportionality in School Discipline for Aboriginal Students in Schools Implementing PBIS

Greflund

McIntosh

Mercer

et al. 2014

Canadian Journal of School Psychology

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The purpose of this exploratory study was to investigate the extent to which students with Aboriginal status receive disproportionate rates of office discipline referrals (ODRs) and more severe administrative consequences relative to students without Aboriginal status. The participants were 1,750 students in five rural British Columbia and Alberta elementary and middle schools implementing Positive Behavioral Interventions and Supports (PBIS). Binary multilevel logistic regression was used to determine to what extent disproportionality was present. Contrary to hypotheses, students with Aboriginal status were no more likely to receive ODRs than students without Aboriginal status. Students with Aboriginal status were not statistically significantly more likely to receive suspensions and harsh administrative consequences from ODRs. Potential factors for these encouraging findings include the small sample, the Canadian context, and implementation of PBIS with culturally responsive adaptations for students from Aboriginal cultures. Results are discussed with respect to reducing disproportionate outcomes for Aboriginal students in schools. RésuméCette étude a été réalisée afin d'examiner les taux de références disciplinaires démesurés et les conséquences administratives plus sévères imposés aux élèves ayant

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Section: Positive Behavioral Interventions and Supports As A Potentiamentioning

confidence: 99%

Examining Disproportionality in School Discipline for Aboriginal Students in Schools Implementing PBIS

Greflund

McIntosh

Mercer

et al. 2014

Canadian Journal of School Psychology

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“…Early in its development, research in school-wide positive behavioral interventions and supports (SWPBIS) focused on case studies and quasi-experimental research documenting its promise for improving student outcomes (e.g., Chapman & Hofweber, 2000; Colvin, Kameenui, & Sugai, 1993; Nelson, 1996). Once this promise was established, researchers moved to more rigorous effectiveness research, including experimental single case studies and randomized controlled trials (Bradshaw, Koth, Bevans, Ialongo, & Leaf, 2008; Metzler, Biglan, Rusby, & Sprague, 2001).…”

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confidence: 99%

Advances in Measurement in School-Wide Positive Behavioral Interventions and Supports

McIntosh

Lane

2019

Remedial and Special Education

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In recent years, there has been an increased research focus on developing tools to support the design, installation, and evaluation of tiered systems of support. In this special issue, we focus on research validating freely available tools to (a) measure fidelity of implementation of school-wide positive behavioral interventions and supports (SWPBIS), (b) assess staff commitment to implement SWPBIS, (c) inform development of teaching matrices, (d) examine issues of sustainability, and (e) assess school climate.

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“…➤Community schools- Calfee et al, 1998;Dryfoos, 1996;Lawson & Sailor, 2000. • Case studies -Chapman & Hofweber, 2000;Lohrmann-O'Rourke et al, 2000;Nakasato, 2000;Sadler, 2000;.…”

Section: Expanding Knowledge O F Current Resourcesmentioning

confidence: 99%

A Blueprint for Schoolwide Positive Behavior Support: Implementation of Three Components

Turnbull

Edmonson

Griggs

et al. 2002

Exceptional Children

118

105

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This article provides a case study (focus on an eighth-grader with autism) within a case study (focus on an urban middle school) in terms of the implementation of positive behavior support (PBS). Information is provided on the characteristics of three key components of schoolwide PBS-universal support, group support, and individual support. For each component, information is presented on policy, assessment, and intervention in terms of an evolving approach to schoolwide PBS with descriptions of how the components were implemented at the middle school with a particular emphasis on the eighth-grade student. The authors conclude with implications for practice in terms of assessing current resources, providing professional development, and intensifying universal support within urban schools to address some of the complex issues associated with poverty.

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Effective Behavior Support in British Columbia

Cited by 20 publications

References 0 publications

Examining Disproportionality in School Discipline for Aboriginal Students in Schools Implementing PBIS

Examining Disproportionality in School Discipline for Aboriginal Students in Schools Implementing PBIS

Advances in Measurement in School-Wide Positive Behavioral Interventions and Supports

A Blueprint for Schoolwide Positive Behavior Support: Implementation of Three Components

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