Examining the Effects of Schoolwide Positive Behavioral Interventions and Supports on Student Outcomes

Bradshaw, Catherine P.; Mitchell, Mary M.; Leaf, Philip J.

doi:10.1177/1098300709334798

Cited by 669 publications

(423 citation statements)

References 26 publications

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“…One universal prevention effort is the School Wide Positive Behavioral Interventions and Supports (SWPBIS) program, whose goal is to reduce disruptive behavior problems by targeting staff behaviors that alter the school environment and promote positive behavior change among the students (Bradshaw, Mitchell, & Leaf, 2010). Another program aimed at teaching staff is Conscious Discipline, where teachers are taught not to view daily conflict as a disruption from learning, but instead to view it as an opportunity to teach social and emotional skills, which has shown to have a positive impact on children's hyperactivity, aggression, and conduct problems (Hoffman, Hutchinson, & Reiss, 2005).…”

Section: Alternatives To Exclusionary Discipline Practicesmentioning

confidence: 99%

Disparities in School Discipline Practices for Students with Emotional and Learning Disabilities and Autism

Miller¹,

Meyers²

2015

JEHD

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Numerous researchers have explored discipline practices in schools in the United States and have found racial disparities as well as the disproportionate use of exclusionary practices for students with disabilities. However, less attention has been paid to students with a subgroup of disabilities, including emotional disturbances, learning disabilities, and autism. We compared rates of suspension, expulsion, referral to law enforcement, and drop out among students with and without those particular disabilities within the Chicago Public Schools system to see if there were disparities. We hypothesized that students with these specified disabilities would experience higher rates of exclusionary discipline practices. We conducted a series of chisquare analyses using system-wide data and determined that students with these disabilities were suspended, expelled, referred to law enforcement, and dropped out at higher rates than those without disabilities. The magnitude of these disparities varied as a function of the specific disciplinary practice and the disability type. We provide suggestions for future research in addition to alternatives to exclusionary discipline.

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Section: Alternatives To Exclusionary Discipline Practicesmentioning

confidence: 99%

Disparities in School Discipline Practices for Students with Emotional and Learning Disabilities and Autism

Miller¹,

Meyers²

2015

JEHD

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“…At the same time, principals may also look to adopt more positive behavioral solutions such as positive behavior supports and interventions or restorative justice practices as these practices have been shown to be less commonly used in schools serving student bodies consisting of greater percentages of minority students (Payne & Welch, 2015). Positive behavior interventions and restorative practices have shown promise at reducing exclusionary discipline (Baker, 2008;Bradshaw, Mitchell, & Leaf, 2010;Horner et al, 2009;Gonzalez, 2015;Morrison, 2007). Though some studies have questioned whether such approaches reduce racial disparities in discipline within schools (Vincent, Sprague, Pavel, Tobin & Gau, 2015), the increased use of these practices in schools serving greater proportions of minority students, where such practices are currently less likely to be used, does hold potential to reduce disparities (Kline, 2016;Payne & Welch, 2015).…”

Section: Discussionmentioning

confidence: 99%

Influence over school discipline policy: Variation across levels of governance, school contexts, and time

Curran

2017

EPAA

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Little research explores the relative influence of various stakeholders on school discipline policy. Using data from the SASS and ordered logistic regression, this study explores such influence while assessing variation across schools types and changes over time. Principals consistently rate themselves and teachers as the most influential stakeholders over setting school discipline policy. The proportion of racial minorities in a school predicts greater influence from higher levels of governance while charter schools report less. Increases in influence of principals and teachers over time are documented. The results may inform both policymakers and practitioners as they work to improve equitable disciplinary outcomes for students. Keywords: discipline; expulsion; suspension; policy; implementation Influencia sobre las políticas de disciplina escolar: Variación según la gobernanza, contextos escolares y tiempo Resumen: Pocos estudios exploran la influencia relativa de varias partes interesadas en las políticas de disciplina escolar. Utilizando datos del SASS y la regresión logística ordenada, este estudio explora esta influencia al evaluar la variación entre los tipos de escuelas y los 2 Education Policy Analysis Archives Vol. 25 No. 119 cambios a lo largo del tiempo. Los directores constantemente califican a sí mismos y a los maestros como los interesados más influyentes en establecer la política de disciplina escolar. La proporción de minorías raciales en una escuela predice una mayor influencia de los niveles superiores de gobierno, mientras que las escuelas autónomas informan menos. Se documentan aumentos en la influencia de los directores y docentes a lo largo del tiempo. Los resultados pueden informar tanto a los legisladores como a los profesionales a medida que trabajan para mejorar los resultados disciplinarios equitativos para los estudiantes. Palabras clave: disciplina; expulsión; suspensión; política; implementación Influência sobre as políticas de disciplina escolar: Variação de acordo com a governança, contextos escolares e tempo Resumo: Poucos estudos exploram a influência relativa de várias partes interessadas sobre as políticas de disciplina escolar. Usando dados do SASS e ordenou regressão logística, este estudo explora essa influência ao avaliar a variação entre os tipos de escolas e mudanças ao longo do tempo. Os directores classificam-se de forma consistente e os professores como as partes interessadas mais influentes sobre a definição da política de disciplina escolar. A proporção de minorias raciais em uma escola prevê uma maior influência dos níveis mais altos de governança, enquanto as escolas charter relatam menos. Aumenta a influência dos diretores e professores ao longo do tempo. Os resultados podem informar tanto os formuladores de políticas como os profissionais, na medida em que trabalham para melhorar os resultados disciplinares equitativos para os alunos.

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“…poverty -Felner et al, 2007;Lee & Burkam, 2003). The introduction of the new models of school functioning in other areas, for example, the models aiming at prevention and intervention in cases of disruptive behaviour, also proved to lead to desirable outcomes when school climate, systems and procedures are altered (Bradshaw, Mitchell & Leaf, 2010).…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of individualised support measures in the dropout prevention model (DPM) in Serbian schools

Jovanovic¹,

Markovic-Cekic²,

Jokic³

et al. 2017

Psihol istra

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The purpose of this paper was to evaluate the effectiveness of individualised support measures within the Dropout Prevention Model (DPM) after two years of implementation in 10 pilot schools in the seven most vulnerable municipalities in Serbia. The core activities within the DPM identification of students at risk of dropping out were the calculation of the Risk Index (RI) for each of them, and the development of the Individual Plans for Dropout Prevention (IPDPs) as a tool for sustainable planning and provision of support to at-risk students. The sample consisted of 450 students with IPDPs from the pool of 5,884 students with the calculated RI. The evaluation of individualised support measures was conducted through quasi-experimental design at different time points, a qualitative analysis of structural aspects of IPDPs and the examination of the relationship of categories of measures and risk factors, RI and key indicators. Results demonstrate desirable effects of the individualised measures on the prevention of dropout. The Instrument for identification of students at risk of dropout showed high sensitivity for students at very high dropout risk. Only 5% of the students at very high dropout risk for whom IPDPs were developed dropped out of school after two years of implementation of the DPM. Further analysis of the correspondence between the types of support in IPDPs showed a good adjustment to the types of 1 The DPM has been developed during the UNICEF/Centre for Education Policy project "Combating early school leaving in Serbia through effective dropout prevention and intervention measures at the school level".

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Examining the Effects of Schoolwide Positive Behavioral Interventions and Supports on Student Outcomes

Cited by 669 publications

References 26 publications

Disparities in School Discipline Practices for Students with Emotional and Learning Disabilities and Autism

Disparities in School Discipline Practices for Students with Emotional and Learning Disabilities and Autism

Influence over school discipline policy: Variation across levels of governance, school contexts, and time

Effectiveness of individualised support measures in the dropout prevention model (DPM) in Serbian schools

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