Reinforcement Foundations of a Function-Based Behavioral Approach for Students With Challenging Behavior

Sugai, George; Simonsen, Brandi

doi:10.1177/1074295620902444

Cited by 4 publications

(2 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers' positive feedback is a core element of SWPBIS. This may be a verbal praise of the student by the teacher, a material reinforcement that the teacher imparts to the student, or even a combination of the two previous types of response (Narhi, Kiiski, Peitso, & Savolainen, 2015;Reinke, Herman, & Stormont, 2012;Sugai & Simonsen, 2020). Verbal praise should be specific, i.e.…”

Section: Encouraging Expected Behaviormentioning

confidence: 99%

Implementation of the School-Wide Positive Behavior Interventions and Supports Approach in 30 Greek primary schools

Goutas¹,

Tsingilis²,

Kliapis³

et al. 2021

Proceedings of ‏The 2nd World Conference on Research in Social Sciences

View full text Add to dashboard Cite

The School-wide positive behavior interventions and supports (SWPBIS) approach is a threetier school-wide framework to create a safe and positive school climate, to promote student socio-emotional competencies and teacher effectiveness. The implementation of SWPBIS is related to positive outcomes such as a decrease of students' behavioral problems. SWPBIS was introduced in Greece for the first time in 2019 as part of the Erasmus+ KA3 project titled: "Building School-Wide Inclusive, Positive and Equitable Learning Environments Through A Systems-Change Approach (SWPBIS)". The purpose of this study is to describe SWPBIS's Tier 1 eight core features and to describe the training/coaching procedure of the school leadership teams. In addition, this study discusses how teachers addressed the various challenges they faced during the project's implementation in 30 Greek primary schools. Finally, recommendations for future practices are offered based on the acquired experience.

show abstract

Section: Encouraging Expected Behaviormentioning

confidence: 99%

Implementation of the School-Wide Positive Behavior Interventions and Supports Approach in 30 Greek primary schools

Goutas¹,

Tsingilis²,

Kliapis³

et al. 2021

Proceedings of ‏The 2nd World Conference on Research in Social Sciences

View full text Add to dashboard Cite

show abstract

“…Schools with effective teachers' teams are most likely to sustain SWPBIS (McIntosh et al, 2013). Tier 1 implementation requires teachers' positive feedback using a combination of verbal praise and material reinforcement (Sugai & Simonsen, 2020).…”

Section: Introductionmentioning

confidence: 99%

Preliminary Outcomes and Challenges to Implementing School-Wide Positive Behavior Interventions and Supports in 30 Greek Primary Schools

Γούτας

Trikkaliotis²,

Kliapis

et al. 2021

EJES

View full text Add to dashboard Cite

School-Wide Positive Behavior Interventions and Supports (SWPBIS) is an evidence-based three-tier school-wide framework for preventing and treating challenging behavior in schools, improving overall school climate, and promoting teachers' teaming and collaboration. SWPBIS outcomes, such as the decrease of students' behavioral problems and improvement of teachers' cooperation, have been well established across various educational systems in many countries. The purpose of this qualitative study is to investigate stakeholders' perceptions about the preliminary outcomes and challenges of the SWPBIS Tier 1 implementation in 30 Greek primary schools. A semi-structured focus group was conducted with stakeholders from Greek primary schools about their experiences from the implementation of SWPBIS Tier 1 during the 2019-2020 school year. Three key categories were identified: (a) perceptions about the initial SWPBIS outcomes, (b) implementation challenges, and (c) suggestions on additional supports. Practical implications and results are discussed in terms of how they can be used in sustaining SWPBIS in the Greek context. Article visualizations:<img src="/-counters-/edu_01/0774/a.php" alt="Hit counter" />

show abstract

Cross Cultural Caregiver Perceptions of Challenging Behaviors and Responses

McGuire

Folkerts

Meadan

et al. 2021

Early Childhood Educ J

View full text Add to dashboard Cite

Reinforcement Foundations of a Function-Based Behavioral Approach for Students With Challenging Behavior

Cited by 4 publications

References 10 publications

Implementation of the School-Wide Positive Behavior Interventions and Supports Approach in 30 Greek primary schools

Implementation of the School-Wide Positive Behavior Interventions and Supports Approach in 30 Greek primary schools

Preliminary Outcomes and Challenges to Implementing School-Wide Positive Behavior Interventions and Supports in 30 Greek Primary Schools

Cross Cultural Caregiver Perceptions of Challenging Behaviors and Responses

Contact Info

Product

Resources

About