Positive Behavior Interventions: the Issue of Sustainability of Positive Effects

Yeung, Alexander Seeshing; Craven, Rhonda; Mooney, Mary; Tracey, Danielle; Barker, Katrina L; Power, Anne; Dobia, Brenda; Chen, Zhu; Schofield, Jill; Whitefield, Phillip; Lewis, Timothy J.

doi:10.1007/s10648-015-9305-7

Cited by 26 publications

(18 citation statements)

References 109 publications

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“…In an Australian review of the international literature on the effective implementation and sustainability of SWPBS (Yeung et al, 2016), four essential components for implementation integrity and ongoing improvement of outcomes were derived from the existing literature. These elements are administrator support, professional development, classroom implementation fidelity, and effective evaluation.…”

Section: Australiamentioning

confidence: 99%

Towards Implementation of Evidence-Based Practices for Classroom Management in Australia: A Review of Research Abstract

Hepburn¹,

Beamish²

2019

AJTE

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The components of effective classroom management are well established; yet concerns regarding student disengagement and the underuse of evidence-based behaviour support practices in Australian schools remain. This paper reports the findings from a systematic literature review conducted to identify what is currently known about teacher implementation of evidence-based classroom management practices. The analysis indicates that teachers underuse many evidence-based practices but may over-report frequency of use. Australian research on teacher implementation of evidence-based practices for classroom management is lacking, and the impact of Schoolwide Positive Behaviour Support (SWPBS) implementation on teacher practice is unknown, despite the adoption of SWPBS in many Australian jurisdictions.

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Section: Australiamentioning

confidence: 99%

Towards Implementation of Evidence-Based Practices for Classroom Management in Australia: A Review of Research Abstract

Hepburn¹,

Beamish²

2019

AJTE

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“…However, it is important to point out that the correlations between cognitive teacher self-concept and willingness to teach challenging students were significant in all three datasets. Arguably, the sustainability of teachers' willingness to work with challenging students will not only rely on teachers' strong affective self-concept, but also on their capability to teach effectively (Yeung et al, 2015). Without adequate competence, their professional enjoyment could fade, leading to burnout and perhaps teacher attrition.…”

Section: Research Question 2: How Will the Patterns Of Association Chmentioning

confidence: 99%

“…These challenges lead to with classroom management issues, teacher stress and burnout (Chang, 2013; see also Aloe, Amo, & Shanahan, 2014), and can affect instructional effectiveness and students' learning outcomes (Angus et al, 2009, cited in Sullivan et al, 2014. Worse still, these challenges can lead to teacher attrition (Martin, Sass, & Schmitt, 2012), causing a huge wastage of resources in teacher education (Yeung et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

How Do Teacher Affective and Cognitive Self-Concepts Predict How Do Teacher Affective and Cognitive Self-Concepts Predict Their Willingness to Teach Challenging Students? Their Willingness to Teach Challenging Students?

Low¹,

Ng²,

Hui³

et al. 2019

AJTE

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Building on and extending earlier research on student selfconcepts and studies investigating teachers working with students with social, emotional, or behavioural difficulties, disorders, or disturbance, this longitudinal study examined teacher self-concepts in relation to their willingness to teach challenging students in mainstream classrooms. In the current study, "challenging students" refer to those who may pose a challenge to the teacher, either behaviourally or academically. Statistical measures included analysis of variance, correlation analysis, path analysis, and commonality analysis. Survey data collected from 108 participants at three different time points consistently showed that affective selfconcept was a stronger predictor than cognitive self-concept of teachers' willingness to teach challenging students. This study affirms and extends self-concept research by showing that the affective dimension of teacher self-concept is a better predictor of choice indicators than the cognitive dimension. The study also highlights the importance of developing and sustaining a strong sense of professional enjoyment for teachers in facing challenging teaching environments.

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“…To date, the majority of implementation research conducted on PBS has focused on Tier 1, or the universal level, of school-wide PBS (SWPBS). These investigations have found major implementation barriers to include lack of effective collaboration across staff (Coffey & Horner, 2012); lack of administrator support (McIntosh et al, 2013); philosophical differences with a PBS approach (Andreou et al, 2015;Feuerborn et al, 2016); and lack of staff knowledge, skills, professional development, and technical support in SWPBS (Yeung et al, 2016).…”

mentioning

confidence: 99%

Barriers to Implementing Behavior Intervention Plans: Results of a Statewide Survey

Robertson

Kokina

Moore

2020

Journal of Positive Behavior Interventions

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Behavior intervention plans (BIPs) based on a functional behavior assessment are supported by a large body of research showing their potential for positively impacting student behavior; however, research also indicates that many classroom teams struggle to implement BIPs with fidelity. We conducted a statewide survey of over 600 teachers to examine teacher-reported experiences with BIP implementation, including 13 implementation barriers previously identified in the literature. Selecting from the list provided, teachers reported the most prominent barrier to be “the cause of student problem behavior cannot be addressed through a BIP.” In written comments, teachers stated that many behavior problems were at least partially caused by factors beyond teacher control, such as a difficult home life, and perceived BIPs as less effective in these cases. Teachers from urban schools and schools with higher percentages of minority students reported encountering this barrier significantly more frequently. In general, teachers from schools (a) in urban settings, (b) with higher percentages of students receiving free or reduced lunch, and (c) with higher percentages of minority students reported significantly greater challenges to BIP implementation as well as lower fidelity and effectiveness of BIPs. Other prominent barriers identified by teachers included inconsistent implementation of BIPs across staff, inadequate resources to implement BIPs, and ineffective BIPs. Implications for improving implementation of BIPs in schools are discussed.

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Positive Behavior Interventions: the Issue of Sustainability of Positive Effects

Cited by 26 publications

References 109 publications

Towards Implementation of Evidence-Based Practices for Classroom Management in Australia: A Review of Research Abstract

Towards Implementation of Evidence-Based Practices for Classroom Management in Australia: A Review of Research Abstract

How Do Teacher Affective and Cognitive Self-Concepts Predict How Do Teacher Affective and Cognitive Self-Concepts Predict Their Willingness to Teach Challenging Students? Their Willingness to Teach Challenging Students?

Barriers to Implementing Behavior Intervention Plans: Results of a Statewide Survey

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