Schoolwide Application of Positive Behavior Support in an Urban High School

Bohanon, Hank; Fenning, Pamela; Carney, Kelly L.; Minnis-Kim, Myoung Jinnie; Anderson-Harriss, Sarah; Moroz, Kristyn B.; Hicks, Kira J.; Kasper, Beverly B.; Culos, Carrie; Sailor, Wayne; Pigott, Therese D.

doi:10.1177/10983007060080030201

Cited by 127 publications

(148 citation statements)

References 10 publications

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“…The results of this research appear to be similar to other studies (Bohanon et al, 2006;Bohanon et al, 2012) regarding schools that involved a needs assessment as part of establishing the need for the intervention (Kotter, 1995). To our knowledge, studies before this one have not made use of comparisons schools to determine if additions such as needs assessments and focused professional development for teams would lead to high levels of implementation and improved behavioral outcomes.…”

Section: Discussionsupporting

confidence: 73%

Developing Buy-In for Positive Behavior Support in Secondary Settings

Bohanon

2014

Preventing School Failure: Alternative Education for Children a

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Based on the implementation of school-wide positive behavior supports (SWPBS) in high schools, the current study examined the effect of supporting buy-in through conducting needs assessments and focused professional development for high school staff when implementing SWPBS. The effectiveness of the two additional items was investigated using two treatment schools and two comparison schools. The hypothesis was that schools with enhanced support would implement SWPBS better and student office discipline referrals (ODRs) would drop due to the better implementation. Overall, the results showed the treatment schools improved in fidelity and demonstrated significant improvement in numbers of ODRs. In contrast, both comparison schools decreased in fidelity and none demonstrated significant changes in ODRs.Suggestions for practice and future research are provided.

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Section: Discussionsupporting

confidence: 73%

Developing Buy-In for Positive Behavior Support in Secondary Settings

Bohanon

2014

Preventing School Failure: Alternative Education for Children a

Self Cite

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“…A reinforcement program such as a token economy is used to reinforce the occurrence of pro-social behavior, and schools define and use a continuum of logical consequences for inappropriate behavior. A growing body of research supports the utility of Tier I supports within the framework of SWPBS for decreasing discipline problems and enhancing pro-social behavior and academic success (Bohanon et al, 2006;Duda, Dunlap, Fox, Lentini, & Clarke, 2004;Leedy, Bates, & Safran, 2004;Lewis, Powers, Kelk, & Newcomer, 2002;Markey, Markey, Quant, Santelli, & Turnbull, 2002;Metzler, Biglan, Rusby, & Sprague, 2001;Taylor-Greene et al, 1997;Warren et al, 2003). Readers interested in learning more about Tier I of SWPBS are referred to www.pbis.org, which provides literature reviews and information on the implementation of SWPBS.…”

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confidence: 99%

Tier II Interventions within the Framework of School-Wide Positive Behavior Support: Essential Features for Design, Implementation, and Maintenance

Anderson

Borgmeier

2010

Behav Analysis Practice

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To meet the complex social behavioral and academic needs of all students, schools benefit from having available multiple evidence-based interventions of varying intensity. School-wide positive behavior support provides a framework within which a continuum of evidence-based interventions can be implemented in a school. This framework includes three levels or tiers of intervention; Tier I (primary or universal), Tier II (secondary or targeted), and Tier III (tertiary or individualized) supports. In this paper we review the logic behind school-wide positive behavior support and then focus on Tier II interventions, as this level of support has received the least attention in the literature. We delineate the key features of Tier II interventions as implemented within school-wide positive behavior support, provide guidelines for matching Tier II interventions to school and student needs, and describe how schools plan for implementation and maintenance of selected interventions. Keywords: prevention, problem behavior in schools, school-wide positive behavior support, secondary interventions, Tier II interventions ABSTRACT T

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“…Under this angle of prediction, we would also include program evaluations, testing the claims and quantifying the impact of designed interventions (for example, Bohanon et al, 2006Bohanon et al, , 2012Flannery, Sugai, Anderson, 2009). These in turn lend themselves to metaanalyses (for example, Durlack et al, 2011).…”

Section: Reportmentioning

confidence: 99%

Valuing epistemic diversity in educational research: an agenda for improving research impact and initial teacher education

Hayes

Doherty

2017

Aust. Educ. Res.

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Research in education draws upon a wide range of epistemological traditions due in part to the wide range of problems that are investigated. While this diversity might be considered a strength of the field, it also makes researchers who work within it vulnerable to being divided into those worth listening to and those who should be ignored by those who are interested in the outcomes of our research, especially policy holders and system providers.Epistemological diversity in educational research also presents challenges for inducting teacher education students into the profession. We outline some of these challenges in a discussion of epistemological diversity in research in education. We also describe differences in how research traditions construct educational problems. We argue that crossing epistemic boundaries is a necessary condition of the educational practices of teachers, and of those preparing to join their ranks. We compare and contrast knowledge producing processes in education, and identify the repertoires of capabilities and habits of mind associated with different epistemologies or 'angles'. We suggest that the impact of educational research, including its contribution to teacher education programs, policy and public debate about issues in education, might be enhanced through a heuristic suite of four angles that are each understood to be necessary but not sufficient on their own. We provide a brief worked example of how such a heuristic might be applied to make sense of the diverse bodies of research regarding student engagement in school.

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Schoolwide Application of Positive Behavior Support in an Urban High School

Cited by 127 publications

References 10 publications

Developing Buy-In for Positive Behavior Support in Secondary Settings

Developing Buy-In for Positive Behavior Support in Secondary Settings

Tier II Interventions within the Framework of School-Wide Positive Behavior Support: Essential Features for Design, Implementation, and Maintenance

Valuing epistemic diversity in educational research: an agenda for improving research impact and initial teacher education

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