Effects of Implementing School-Wide Positive Behavioural Interventions and Supports on Problem Behaviour and Academic Achievement in a Canadian Elementary School

Abstract

Although there is much research on School-Wide Positive Behavioural Interventions and Supports (PBIS) in the United States, there is little such research in Canada. The purpose of the current study was to provide a case study example of the relation between implementing PBIS and student academic and behavioural outcomes, as well as student perceptions of the school environment. Data were collected in one school as it moved from partial to full implementation of PBIS. The results of the study indicated positive academic and behavioural outcomes for students, as well as increased perceptions of safety, understanding of school expectations, and decreased perceptions of bullying. The results of this study are discussed with implications regarding PBIS in Canada and the importance of fidelity of implementation of schoolbased interventions. Résumé Bien qu'il existe de nombreuses recherches sur l'école à l'échelle de soutien du comportement positif (SCP) aux Etats-Unis, il y a peu de ces recherches au Canada. L'objectif de cette étude est de fournir un exemple d'étude de cas qui démontre la relation entre la mise en oeuvre de SCP et les résultats scolaires et comportementaux

Professional development in schools: predictors of effectiveness and implications for statewide PBIS trainings

“…Simonsen et al, 2012), improved perception of safety (e.g. Horner et al, 2009;Kelm, McIntosh, & Cooley, 2014), reduction in bullying behaviors (e.g. , increased attendance (e.g.…”

A Framework for Building Safe and Effective School Environments: Positive Behavioral Interventions and Supports (PBIS)

“…1) Reduction in problem behavior: Multiple randomized controlled trials have documented reduction in problem behavior and of ice discipline referrals when PBIS Tier I practices were implemented (Bradshaw, Mitchell, & Leaf, 2010;Flannery et al, 2014;Horner et al, 2009;Kelm et al, 2014;McIntosh, Bennett, & Price, 2011;Metzler et al, 2001;Nelson et al, 2002).…”

“…3) Improved academic achievement: School-wide behavior support does not directly improve academic outcomes, but when students are more likely to attend school, more likely to be academically engaged in class, and more likely to ind the environment welcoming and comfortable they are also more likely to learn. At least four papers report improved academic outcomes associated with PBIS implementation Kelm et al, 2014;Lassen, Steele, & Sailor, 2006;Nelson et al, 2002). 4) Improved perception of school safety: Horner et al (2009) assessed student and staff perception of school safety and found increases when PBIS was adopted.…”

“…Schools are encouraged to de ine their local social standards (i.e., expectations), actively teach those standards, consistently acknowledge appropriate behavior, and provide clear, consistent and quick instructional correction for behavioral errors. The PBIS approach is currently being implemented in over 26,000 schools in the United States, in addition to being adapted and applied in over 21 other countries (Kelm, McIntosh, & Cooley, 2014;Sugai, 2018). In this paper we describe the core features of PBIS, the empirical research examining the impact of PBIS on student outcomes, and lessons learned about large-scale implementation and cultural adaptation of school-wide discipline practices.…”

Data and Research that Matter: Mentoring School Counselors to Publish Action Research

“…Using school-wide positive behavior support programs can curb many undesirable behaviors and identify students who need support at a more intensive level (McIntosh & Bennett, 2011;McKevitt & Braaksma, 2008;Medley, Little, & Akin-Little, 2008). However, given that more than half of all elementary school disciplinary referrals are for repeat offenders, punitive disciplinary actions have been largely unsuccessful in changing undesirable behaviors (Smith, Bicard, Bicard, & Casey, 2012).…”