Program-Wide Positive Behavior Supports: Essential Features and Implications for Head Start

Lewis, Timothy J.; Beckner, Rebecca; Stormont, Melissa

doi:10.1080/15240750902774684

Cited by 8 publications

(6 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Positive behavior support has grown rapidly as a systems approach to enhance schools' capacity to adopt and sustain the use of effective practices for all students (Lewis & Sugai, 1999). Program-wide positive behavior support, the application of positive behavior support principles across all clas srooms within an early childhood program, is now being implemented in a number of settings (Frey et al, 2008;Hemmeter et al, 2007;Lewis et al, 2009;Muscott, Pomerleau, & Szczesiul, 2009;. This study demonstrates that although the goals and outcomes of PWPBS are supported by key stakeholders in this program, the procedures were difficult to implement and enjoyed less support from a social validity perspective.…”

Section: Resultsmentioning

confidence: 99%

“…As a school-wide initiative, it embraces three principles: (a) promoting evidence-based practices, (b) supporting change at the systems level, and (c) building local capacity to sustain effective practices over time (Coyne, Simonsen, & Faggella-Luby, 2008;Sugai & Horner, 2006). A few early childhood sites have begun to conceptualize and implement positive behavior support initiatives based on the same fundamental principles of SWPBS, and the appropriateness of the approach in early childhood contexts has been examined (Frey, Boyce, & Tarullo, 2009;Lewis, Beckner, & Stormont, 2009;Muscott, Pomerleau, & Szczesiul, 2009). Because most preschool classrooms are not organized within a school building, the extension of SWPBS to the preschool level is commonly referred to as program-wide positive behavior support (PWPBS; Frey, Young, Gold, & Trevor, 2008;Hemmeter, Fox, Jack, & Broyles, 2007;Muscott, Mann, Lapointe, & Lane, 2005;Muscott, Pomerleau, & Dupuis, 2009;Stormont, Lewis, & Beckner, 2005).…”

mentioning

confidence: 99%

See 1 more Smart Citation

The Social Validity of Program-Wide Positive Behavior Support

Frey

Park

Browne‐Ferrigno

et al. 2010

Journal of Positive Behavior Interventions

View full text Add to dashboard Cite

In preschool settings, the majority of interventions are individualized for children at high risk for challenging behavior. However, a few early childhood sites have begun to conceptualize and implement prevention and intervention initiatives modeled after the principles and key features associated with school-wide positive behavior support. In preschool settings, these efforts are referred to as program-wide positive behavior support (PWPBS). This article presents the findings of a descriptive evaluation in which 62 key stakeholders participated in focus group interviews to assess the social validity of a PWPBS initiative in the 1st year of implementation and to provide recommendations for how to improve the implementation effort. Other data sources included teacher surveys and classroom observations related to PWPBS goals and procedures, conducted intentionally to contextualize the social validity data gathered through the interviews. Results suggest that key stakeholders enthusiastically support the goals of the approach; perspectives about the procedures and outcomes varied considerably. Classroom observation and teacher survey data augment the qualitative data. Implications for model conceptualization and technical assistance efforts are discussed.

show abstract

Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

The Social Validity of Program-Wide Positive Behavior Support

Frey

Park

Browne‐Ferrigno

et al. 2010

Journal of Positive Behavior Interventions

View full text Add to dashboard Cite

show abstract

“…classroom, such as friendship-building activities and regulating emotions, also is viewed as a universal intervention (Lewis, Beckner, & Stormont, 2009).…”

mentioning

confidence: 99%

A Demonstration of the Universal Problem-Solving Approach to Address Children’s Inappropriate Behavior in Head Start Classrooms

Snell

Voorhees

Walker

et al. 2013

Topics in Early Childhood Special Education

View full text Add to dashboard Cite

The purpose of this demonstration was to evaluate a universal intervention during teacher-identified routines that were characterized by significant classwide problem behavior. Six Head Start classrooms (seven groups of children, with one classroom divided into two groups) received two workshops and two coaching sessions on universal Positive Behavior Support. Participating teams were taught to use an antecedent–behavior–consequence problem-solving process and to develop and implement action plans addressing prevent–teach–respond (PTR) strategies to improve targeted routines. Following intervention, children’s inappropriate behavior decreased to below baseline levels in all six classrooms. Intervention fidelity in all six classrooms averaged 82.6% for the total intervention. Social validity ratings indicated that interventions were feasible for use in their classrooms and had positive effects on students and staff. This program evaluation suggests that, with support, preschool classroom teams can apply assessment-based action plans using PTR strategies to reduce the inappropriate behavior of students during difficult classroom routines.

show abstract

“…Finally, the universal tier includes practices associated with an organized and predictable environment including (a) following a consistent classroom schedule and structuring transitions (e.g., a verbal warning prior to transition, an auditory transition signal, visual cues for lining up), (b) preparing materials prior to starting an activity, and (c) responding consistently to challenging behavior (Benedict et al, 2007). Together, these universal supports are associated with the prevention and reduction of most young children's challenging behavior (Lewis, Beckner, & Stormont, 2009).…”

mentioning

confidence: 99%

“…Data collection systems are put in place to guide decision-making and evaluate the effectiveness of PBIS to impact child outcomes (e.g., rates of challenging behavior). Finally, the identification of program and district resources (e.g., PBIS coordinator) is an integral component to build internal capacity (Lewis et al, 2009).…”

mentioning

confidence: 99%

Program-wide Positive Behavioral Interventions and Supports in Rural Preschools

Steed

Pomerleau

Muscott

et al. 2013

Rural Special Education Quarterly

View full text Add to dashboard Cite

This article describes the quantitative findings from an evaluation of program-wide positive behavioral interventions and supports (PBIS) in three rural preschool programs. Each rural preschool program included children 3 through 5 years of age with and without disabilities. Following 3 years of on-site training, technical assistance, and coaching support in universal tier PBIS, participating preschool programs increased their use of strategies and supports to prevent young children's challenging behavior. Specific improvements in universal PBIS practices are presented across each year of the initiative. The successes and challenges involved in implementing program-wide PBIS in rural preschools are discussed.

show abstract

Program-Wide Positive Behavior Supports: Essential Features and Implications for Head Start

Cited by 8 publications

References 30 publications

The Social Validity of Program-Wide Positive Behavior Support

The Social Validity of Program-Wide Positive Behavior Support

A Demonstration of the Universal Problem-Solving Approach to Address Children’s Inappropriate Behavior in Head Start Classrooms

Program-wide Positive Behavioral Interventions and Supports in Rural Preschools

Contact Info

Product

Resources

About