School‐wide implementation of positive behavioral interventions and supports in an alternative school setting: A case study

Abstract

AimsThe purpose of this 1‐year case study was to identify how School‐Wide Positive Behavioral Interventions and Supports (SW‐PBIS) can be adapted to meet the needs of students in alternative schools and to evaluate the early impact of SW‐PBIS on discipline outcomes.MethodsSuggestions for adaptations are provided at each stage of the intervention process with a focus on buy‐in, training, data collection, and resource allocation.ResultsData from this case study included information about key components of the implementation process as well as initial outcomes. Process data revealed the importance of stakeholder buy‐in, training opportunities, and potential adaptations to the framework. Outcome data from the first year of implementation indicated that the number of incident reports did not significantly differ from the baseline; however, there was a reduction in defiance‐related behaviors and an increase in on‐task behaviors.ConclusionThis study contributes to the determination of the efficacy of SW‐PBIS in a historically more punitive environment. Given the initial positive response and lessons learned, it is believed that, with the support of additional Tier 2 and Tier 3 interventions, SW‐PBIS may be an appropriate framework to support students in alternative schools.

Analysis of behavioral interventions in alternative school settings

“…The term "alternative school" has been used to describe many different types of school settings. Generally, an alternative school is defined as a "school designed to provide specialized instruction to students who require more intensive support than can be offered in a traditional school" (Griffiths et al, 2019(Griffiths et al, , p. 1495. The National Center for Education Statistics (NCES; 2017) defines an alternative education (AE) school as, "A public elementary/secondary school that (1) addresses needs of students that typically cannot be met in a regular school, (2) provides nontraditional education, (3) serves as an adjunct to a regular school, or (4) falls outside the categories of regular, special education, or vocational education."…”

“…Given a primary purpose of the alternative school settings to provide specialized instruction to students (Griffiths et al, 2019), particularly with disruptive behaviors (Foley & Pang, 2006), it seems only natural that there needs to be additional literature targeting the use of behavioral interventions in these settings. The landscape of the current literature focusing on behavioral interventions in alternative school settings is limited and haphazard, with a definite need for increased attention and direction.…”

Adaptation of Universal Behavioral Supports Within an Alternative Education Setting

“…Integration of universal, Tier 1 practices within AE settings could potentially improve the efficiency and effectiveness of behavioral supports while also increasing opportunities for flexible staffing options. Implementation of Tier 1 PBIS in AE settings has been shown to increase on-task and prosocial behaviors, decrease problem behaviors, and decrease staff use of restraint and seclusion procedures (Farkas et al, 2012; Grasley-Boy et al, 2021; Griffiths et al, 2019; Simonsen et al, 2010).…”

“…A growing body of research suggests that PBIS can be adapted within AE settings to effectively support the social–emotional and behavioral needs of students with significant disabilities. More specifically, implementation of Tier 1 PBIS within AE settings has been associated with increases in on-task and prosocial behaviors, along with decreases in problem behaviors such as defiance and physical aggression ( Farkas et al, 2012 ; Griffiths et al, 2019 ; Simonsen et al, 2010 ). Results of a recent systematic review of 19 studies conducted by Grasley-Boy and colleagues (2021) indicated that use of restraint and seclusion procedures following implementation of PBIS within AE settings almost always decreased and continued on a decreasing trend over multiple years when evaluated over time.…”

“I Hope I Make It”: Alternative School Students’ Attendance and the Need for an Expanded Accountability

“…Research in this area is complicated by the fact that districts use diverse terms to describe alternative schools, such as “transfer” schools in New York City or “options” schools in Chicago and Los Angeles. There is no agreed-upon national standard defining the components of a successful alternative education program or how they should be evaluated for effectiveness (Duffield, 2018; Griffiths et al, 2019; McGee & Lin, 2017). In 2008, a national survey reported that 646,500 students in the United States attended alternative schools; 64% of surveyed districts had an alternative school or program (Carver et al, 2010).…”