School-Wide Positive Behavioral Interventions and Supports

Gion, Cody; George, Heather Peshak; Nese, Rhonda N. T.; Kato, Mimi McGrath; Massar, Michelle M.; McIntosh, Kent

doi:10.1007/978-3-030-37285-9_10

Cited by 3 publications

(2 citation statements)

References 31 publications

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“…Although there are generally two types of suspensions (ISS and OSS) and millions of students receive ISS nationwide, only a handful of studies focus on ISS or differentiate between the two suspension types (Anderson et al, 2019;Anyon et al, 2021;Cholewa et al, 2018;Jabbari & Johnson, 2020;Noltemeyer et al, 2015;Smith et al, 2021). Even though a growing number of studies are including both ODRs and suspensions as outcomes in the same study (Anyon et al, 2014(Anyon et al, , 2016Bradshaw et al, 2010;Nishioka et al, 2021;Vincent & Tobin, 2011), within the robust school discipline literature, most studies tend to focus on either ODRs (Cook et al, 2018;Gion et al, 2020;Gregory et al, 2014Gregory et al, , 2019 or suspensions (Green et al, 2021;Gregory et al, 2018;Hashim et al, 2018;Lacoe & Steinberg, 2018).…”

Section: The Dimensions Of School Discipline: An Analytic Frameworkmentioning

confidence: 99%

The Dimensions of School Discipline: Toward a Comprehensive Framework for Measuring Discipline Patterns and Outcomes in Schools

Rodríguez

Welsh

2022

AERA Open

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The school discipline literature has expanded rapidly in recent decades, yet the conceptualization and measurement of school discipline patterns remains overlooked. In this paper, we present a comprehensive analytic framework to examine school discipline patterns that encompasses school-level metrics that capture the prevalence and disparity in exclusionary discipline and regression-based approaches that examine the likelihood that students experience exclusionary discipline. We apply the framework to New York City and, based on school-level metrics, find that Black students have the highest prevalence and the highest disproportionality. Results from regression models affirm that Black students are most likely to receive office discipline referrals and suspensions and experience differential processing of suspensions for similar categories of infractions. The findings illustrate the nuances of the disciplinary process in schools and inform the consideration of a range of available analytic tools that educational stakeholders may employ to better measure and understand exclusionary discipline.

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Section: The Dimensions Of School Discipline: An Analytic Frameworkmentioning

confidence: 99%

The Dimensions of School Discipline: Toward a Comprehensive Framework for Measuring Discipline Patterns and Outcomes in Schools

Rodríguez

Welsh

2022

AERA Open

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“…Research has shown that broadly applied interventions and preventions can support multiple students and can even reduce the need for some students to receive individualized, more intensive supports (Gion et al, 2020). Programs such as Zones of Regulation, a class-wide curriculum intended to teach awareness of feelings and tools/ strategies to regulate behavior (Kuypers & Winner, 2011) demonstrate that entire classrooms of students increase their ability to focus and learn following these interventions (Gion et al, 2020). Class-wide teaching of regulation skills, such as self-talk and monitoring one's bodily needs, improves the use of such skills in children.…”

Section: Relevance To the Practice Of School Psychologymentioning

confidence: 99%

Control-Value Theory of Achievement Emotions and Its Relevance to School Psychology

Tze

Parker

Sukovieff

2021

Canadian Journal of School Psychology

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The control-value theory (CVT) of achievement emotions is a well-established theoretical framework which delineates the predictive relationships among distal and proximal antecedents, academic emotions, and student engagement and achievement. Although most research anchored in CVT is conducted by educational psychologists, the theory is arguably applicable to the field of school psychology. In this article, we first provide a brief overview of the theory, with a specific focus on the proximal antecedents (i.e., cognitive appraisals), as well as academic emotions and performance. Given that school psychologists are often consulted with strategies regarding students’ emotional challenges exhibited in the classroom, we then discuss empirical evidence of control- and value-based interventions (e.g., attributional retraining, utility-value), both of which can be posited to address the cognitive appraisals of achievement emotions. Lastly, we discuss the implications of CVT and control- and value-based interventions to school psychologists’ work.

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Whole-School Approaches and Their Impact on School Climate and Student Psycho-Emotional Being

Kourea,

Fella

2024

Advances in Educational Marketing, Administration, and Leadership

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Students get to learn and flourish in school environments where the school climate is positive, the staff is consistent in their support, and caring relationships with all students are promoted. School climate is a complex and multifaceted construct that has drawn the attention of several scholars who have extensively explored its theoretical and conceptual definition.Changing the school climate is not an easy task. Nonetheless, research findings have shown that when whole-school approaches are designed and implemented, student and teacher perceptions of school climate change positively. The purpose of this chapter is to describe the example of the School-Wide Positive Behavioral Interventions and Supports (SWPBIS) framework, its critical features, and pedagogical philosophy as a targeted solution for cultivating a safe school climate and empowering students and staff psycho-emotional well-being. Further, the chapter will provide an overview of the empirical basis of the impact of SWPBIS on student academic achievement and well-being and conclude with implications for practice.

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School-Wide Positive Behavioral Interventions and Supports

Cited by 3 publications

References 31 publications

The Dimensions of School Discipline: Toward a Comprehensive Framework for Measuring Discipline Patterns and Outcomes in Schools

The Dimensions of School Discipline: Toward a Comprehensive Framework for Measuring Discipline Patterns and Outcomes in Schools

Control-Value Theory of Achievement Emotions and Its Relevance to School Psychology

Whole-School Approaches and Their Impact on School Climate and Student Psycho-Emotional Being

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