Outcomes of a School-Wide Positive Behavioral Support Program

Curtis, Russ; Horne, Jill W. Van; Robertson, Phyllis; Karvonen, Meagan

doi:10.5330/psc.n.2010-13.159

Cited by 41 publications

(28 citation statements)

References 20 publications

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“…Third, school-based interventions allow SCs to be proactive in preventing problem behaviors (Orpinas & Horne, 2004). Fourth, by creating interventions to resolve unwanted behavior, an emphasis on academics and relational competencies occurs (Curtis et al, 2010). Thus, SCs and mental health counselors must create innovative school interventions as schools rapidly continue to evolve and change (Clark & Breman, 2009).…”

mentioning

confidence: 96%

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Anger Management Leadership Groups: A Creative Intervention for Increasing Relational and Social Competencies With Aggressive Youth

Burt

Patel

Lewis

2012

Journal of Creativity in Mental Health

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mentioning

confidence: 96%

“…Due to rapidly changing school settings, the prevalence of school-based interventions has grown in popularity with SCs and mental health counselors (Curtis, Van Horne, Robertson, & Karvonen, 2010). For SCs particularly, the benefits of school-based interventions are numerous.…”

mentioning

confidence: 99%

Anger Management Leadership Groups: A Creative Intervention for Increasing Relational and Social Competencies With Aggressive Youth

Burt

Patel

Lewis

2012

Journal of Creativity in Mental Health

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“…One of these trends focuses on early prevention with mental health counselors either providing facilitation or training others to facilitate anger management groups in schools (Curtis, Van Horne, Robertson, & Karvonen, 2010). The targeted clients of most of the early prevention interventions are middle and high school populations (Parker & Bickmore, 2012).…”

mentioning

confidence: 99%

Convergent and Divergent Validity of the Student Engagement in School Success Skills Survey

Villares

Colvin²,

Carey³

et al. 2014

TPC

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This pilot study explored differences between the levels of anger expression and anger control by adolescent males and females. Eighteen participants (9 males and 9 females) completed a strength-based anger management group promoting wellness. Anger management group counseling consisted of a 10-week continuous intervention emphasizing anger reduction, anger control and appropriate anger expression. Results indicated gender differences in that females exhibited more anger expression, as well as less anger control. However, females had higher levels of overall improvement. The article concludes with limitations and implications for mental health counseling with adolescent populations.

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“…This has resulted in considerable improvement in students' positive behaviour (McCurdy, Mannella, & Eldridge, 2003;Netzel & Eber, 2003;Scott, 2001;Warren, et al (2006)). Results of a recent study demonstrated a decrease of 56.6 % in student absences after the program was implemented (Curtis et al, 2010). As part of the program, students are encouraged to attend school; the goal being 100% presence of students at school each term.…”

Section: Schoolwide Positive Behaviour Supportmentioning

confidence: 99%

“…and internationally (Curtis, Karvonen, Robertson, & Van Horne, 2010), as a way of establishing an organisational structure for behaviour management. Schoolwide Positive Behaviour Support has been described as an effective, proactive approach to establishing a positive school culture and climate to support students and provide opportunities for learning and therefore leading to academic success (Barrett, Bradshaw, & Lewis-Palmer, 2008;Fleming, et al, 2005;Hendley & Lock, 2007;Sugai & Horner, 2006).…”

Section: Schoolwide Positive Behaviour Support Is Being Introduced Inmentioning

confidence: 99%

Developing social and emotional learning competencies in classrooms implementing the Schoolwide Positive Behaviour Support Program: Three case studies

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Research is well established to indicate that the presence of competencies reflecting social and emotional learning is beneficial to students (and teachers) as they seek success in their academic development as well as life within the community (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2008;Durlak, Domitrovich, Weissberg, and Gullotta, 2015). The benefits of implementing programs schoolwide are also well documented (Brackett & Rivers, 2011;Zins et al., 2004). There are also well-researched indications that the implementation of a positive behaviour program such as Schoolwide Positive Behaviour Support provides students with a framework of behavioural expectations and support that helps to minimise negative behavioural incidences, which are distractions from learning (Sugai et al., 2010). It follows that the simultaneous implementation of both a positive behaviour program and a social and emotional learning program would maximise the opportunities for students to develop those skills required to be successful in academic learning and daily life. The teaching participants in this study, as well as the administration members from both schools, were interviewed to identify their understandings and implementation of the internationally accepted social and emotional learning competencies as documented by CASEL. Teaching participants were also observed in their classrooms. Students' ii development of social and emotional learning skills, as perceived by their teachers, were recorded through completion of a survey at both the commencement and conclusion of the study. Behavioural documentation relating to office discipline referrals and student disciplinary absences were reviewed by the researcher for each of the participating teachers' classrooms. As well, a focus group of four students from each of the classes involved in this study were interviewed. However, because of difficulties initiating discussion from the younger students, only the data collected from Year 6 students were included in the study.Administration and teacher interviews, classroom observations, surveys completed by teachers to reflect their perceptions of their students' development of social and emotional learning competencies and behavioural documentation were reviewed to code data.Interviews were coded to identify perceived understandings and importance of social and emotional learning competencies, as well as interviewees' perceptions of not only how they helped students develop each of the competencies, but also school/classroom changes.Transcripts of observations of teachers were coded to identify social and emotional learning language used in their classrooms and to measure classroom climate through the presence of respect in the classrooms, students' motivation and morale, and tone of the teacher. Other behaviours such as non-verbal communications were also identified. Teachers' perceptions of the development of their students' social and emotional learning competencies combined with records relating to beha...

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Outcomes of a School-Wide Positive Behavioral Support Program

Cited by 41 publications

References 20 publications

Anger Management Leadership Groups: A Creative Intervention for Increasing Relational and Social Competencies With Aggressive Youth

Anger Management Leadership Groups: A Creative Intervention for Increasing Relational and Social Competencies With Aggressive Youth

Convergent and Divergent Validity of the Student Engagement in School Success Skills Survey

Developing social and emotional learning competencies in classrooms implementing the Schoolwide Positive Behaviour Support Program: Three case studies

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