Measures used in assessing outcomes of school‐wide positive behaviour support

Brandt, Rachel C.; Chitiyo, Morgan; May, Michael

doi:10.1111/j.1471-3802.2012.01260.x

Cited by 8 publications

(20 citation statements)

References 45 publications

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“…Sustaining progress over time also requires motivation from all parties involved, both the pupil and supporting adults (Atkinson et al ., ; Hattie & Timperley, ; Scott and Nowlis, ; Koo & Fishbach, ; Brandt et al ., ; Dunsmuir et al ., 2009). Research by Atkinson et al .…”

Section: Research On Progress and Sustainabilitymentioning

confidence: 99%

“…Brandt et al . () identify the need for whole school culture that expects commitment from all staff involved in a programme, ensuring that systems are directly and continuously reinforced (p.229). Furthermore, Dunsmuir et al (2009) point out that public commitment is a powerful tool in maximizing commitment and developing intrinsic motivation.…”

Section: Research On Progress and Sustainabilitymentioning

confidence: 99%

“…Finally, the research suggests that key to sustainability is the motivation of staff to continue with recommendations once external support is withdrawn (Scott & Nowlis, ; Brandt et al, ). This has implications for how schools and leadership teams develop systems that foster the conditions for ongoing commitment.…”

Section: Conclusion and Implications For Future Practicementioning

confidence: 99%

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An exploration into how the impact of interventions for pupils with special educational needs can be sustainable and support long term progress

Belli¹

2018

Support for Learning

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This short piece of action research seeks to identify the characteristics which ensure that the impact from external interventions delivered by Southampton Advisory Outreach Service for SEND can be sustained over time. It considers how the service can work with schools to establish self‐sustaining systems which reduce dependency, thereby freeing the service to focus resources where there is greatest need. The research suggests that sustainable progress depends on the continued setting of specific targets which allow progress to be measured and evidenced over time. It also suggests, however, that schools need to consider the wider progress made by pupils, which cannot be captured by narrow progress measures. Furthermore, the research identifies some key factors which ensure pupils continue to make progress once external support is withdrawn. These include consistency in how support is delivered, and effective communication systems that help to maintain consistent approaches to support and allow for adaptation as part of the cycle of ‘assess, plan, do and review’. The article also considers how schools retain motivation to continue with recommendations once external support is withdrawn and the conditions that are needed to foster ongoing commitment.

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Section: Research On Progress and Sustainabilitymentioning

confidence: 99%

Section: Research On Progress and Sustainabilitymentioning

confidence: 99%

Section: Conclusion and Implications For Future Practicementioning

confidence: 99%

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An exploration into how the impact of interventions for pupils with special educational needs can be sustainable and support long term progress

Belli¹

2018

Support for Learning

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“…School-wide PBS schemes all fit this description, since their evidence-based practice orientation ensures that extensive forms of routine data collection are explicitly named and often stressed in school-wide PBS studies published to date (e.g. Sugai et al 2000;Luiselli et al 2005;Sugai and Horner 2006;Warren et al 2006;Bradshaw et al 2008;Brandt et al 2014;Madigan et al 2016;Sørlie et al 2016).…”

Section: On School-wide Positive Behaviour Support As Technologymentioning

confidence: 99%

The Datafication of Learning: Data Technologies as Reflection Issue in the System of Education

Thoutenhoofd

2017

Stud Philos Educ

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Like other parts of the social system, education is becoming an informationdriven venture: data technologies pervade all levels of the system. This datafication of education seems to take place alongside a general turn to learning that Gert Biesta has called learnification: a progressively singular focus on the manipulable features of individual learning in education. Given rapidly rising levels of datafication, it seems timely to take up Luhmann and Schorr's contention that education entails a technology deficit and discuss datafication as reflection issue in the system of education. Against their argument that human learning is not amenable to a technology, I develop the counter-argument that data technologies are replacing human learning outright with data at the level of organisation. Data thus present a concretely digital form of what Raf Vanderstraeten has called education as an ersatz order. In a data-driven form of organising education, human dimensions of learning become secondary to a systemic dimension: making learning visible as data and so susceptible to databased manipulation. The text treats school-wide positive behaviour support interventions as an evidence-based exemplar of this trend towards datafication in the system of education.

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“…School-Wide Positive Behavior Support (SWPBS) has become a popular approach to manage student behavior in schools, but some researchers assert several issues must be addressed to determine the effectiveness of this approach (Brandt, Chitiyo & May, 2014). At issue, is the appropriateness of the different measures used to determine the efficacy of SWPBS.…”

Section: Positive Behavior Interventions and Supports Effectivenessmentioning

confidence: 99%

A case study of teacher and principal perceptions of a school-wide positive behavior intervention and supports framework in an urban elementary school.

Watkins¹

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First and foremost, I thank God for giving me the strength to persevere and finish this marathon of a six-year endeavor. God makes all things possible and provided me with the support of my husband and children who unselfishly motivated me to achieve my goal. Along the way, my desire to continue sometimes wavered and I constantly looked to them for support, empathy, and ultimately, the strong push I needed to remain committed and keep my eyes focused on the prize. They were ALWAYS there for me and for that I am exceedingly grateful and blessed. My family loves me unconditionally, constantly tells me they are proud of me and I dedicate this work to them. I undertook this journey to grow as an educator and a researcher, but more importantly to be a part of the changes needed to take place in education in the future for my own children and all the children who attend public schools in the United States. Jerry, Jordan, Ryan, Devin and Michaela...I love you with all my heart.

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Measures used in assessing outcomes of school‐wide positive behaviour support

Cited by 8 publications

References 45 publications

An exploration into how the impact of interventions for pupils with special educational needs can be sustainable and support long term progress

An exploration into how the impact of interventions for pupils with special educational needs can be sustainable and support long term progress

The Datafication of Learning: Data Technologies as Reflection Issue in the System of Education

A case study of teacher and principal perceptions of a school-wide positive behavior intervention and supports framework in an urban elementary school.

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