Ten Tips to Consider When Creating and Screening PBIS Films

Hirsch, Shanna E.; Brown, Courtney P.; Halley, Emma A.; Beach, J. Larry; MacSuga-Gage, Ashley S.; Spence, Sarah E.; Kennedy, Michael J.

doi:10.1177/1074295619845830

Cited by 5 publications

(15 citation statements)

References 22 publications

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“…To augment the information related to PBIS video creation, Hirsch et al (2019) conducted a qualitative study, interviewing 14 PBIS video creators who participated in the 2017 PBIS Film Festival. Analysis of the findings revealed significant themes related to the personnel, materials, and time necessary to create PBIS videos.…”

Section: Video Modelingmentioning

confidence: 99%

Positive Behavior Interventions and Supports Videos: A Descriptive Analysis (2016–2020)

Carlson

Hirsch

Walters

et al. 2022

J Spec Educ Technol

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Over the past decade, schools have adopted videos as a medium to augment positive behavior interventions and support (PBIS) programming. This approach engages various stakeholders in the development and use of PBIS videos. Subsequently, most PBIS videos are created based on existing school data (e.g., office discipline referrals) and expectation matrices. However, specifics about video content and creation mediums (e.g., acting, song, poster, pictures) are unknown. Therefore, we identified 238 videos and coded each for the format, type of video, and PBIS elements. We found videos are (a) created using several different mediums and (b) typically intended for students (as well as faculty and staff). We identified strengths (e.g., clear, and positive language) and weaknesses (e.g., lack of closed captioning). We discuss considerations for creating PBIS videos, limitations, and directions for future inquiry.

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Section: Video Modelingmentioning

confidence: 99%

Positive Behavior Interventions and Supports Videos: A Descriptive Analysis (2016–2020)

Carlson

Hirsch

Walters

et al. 2022

J Spec Educ Technol

Self Cite

View full text Add to dashboard Cite

show abstract

“…When teaching behavioral expectations, educators can create and use short videos, known as PBIS videos, to provide prosocial behavior examples. These PBIS videos can serve as a tool to help students see the prosocial behavior in action; that is, the PBIS video provides a model to help a student or group of students understand a concept such as remote learning expectations and routines (Hirsch, Brown, et al, 2019). Examples of PBIS videos include schoolwide expectations, setting specific expectations (e.g., virtual classroom expectations), and special topics (e.g., staying safe during independent learning).…”

Section: Social Emotional and Behavioral Practicesmentioning

confidence: 99%

“…These videos can be created by classroom educators, media specialists, or PBIS team members. The following is a summary of the main steps for creating a PBIS video (Hirsch, Brown, et al, 2019):…”

Section: Social Emotional and Behavioral Practicesmentioning

confidence: 99%

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Instructional Management for Students With Emotional and Behavioral Disorders in Remote Learning Environments

Hirsch

McDaniel

Walker

2021

Intervention in School and Clinic

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As schools expand access to technology devices and internet connectivity improves throughout the United States, educators can utilize technology for continuity of instruction during school disruptions (e.g., out-of-school suspension, catastrophes, disasters, or illnesses). Remote learning provides students with instruction outside of the physical school setting or outside of the student’s typical classroom (e.g., in-school suspension). Because most guidance and existing instructional practices for remote learning focus on academic domains and face-to-face instruction, this article focuses specifically on leveraging technology for remote learning to support four social, emotional, and behavioral practices: (a) building relationships, (b) establishing expectations, (c) promoting engagement, and (d) making choices. Options are provided for remote instructional practices for synchronous, asynchronous, and hybrid modalities.

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“…SW-PBIS initially involves a leadership team where behavior specialists, administrators, regular teachers, and special needs teachers attend training sessions on PBIS, establish schoolwide goals, and begin an implementation plan (Netzel & Eber, 2003). This is followed by schoolwide implementation, where the team provides ongoing professional development for the building staff, analyzes the behavioral policies already in place, adjusts as needed, and begins documenting outcomes with a research-based approach (Cressey, Whitcomb, McGilvray-Rivet, Morrison, & Shander-Reynolds, 2018;Hirsch et al, 2019;Horner et al, 2014;Horner, Sugai, & Lewis, 2015;Netzel & Eber, 2003;Sugai & Horner, 2009). The core elements of PBIS are shown in Table 1.…”

Section: Positive Behavioral Interventions and Supportsmentioning

confidence: 99%

Independence and Interdependence of a Professional Development School Partnership

Sumowski¹,

Peters²

2019

ije

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Professional Development School Partnerships have the potential to provide unique experiences for teacher candidates and also provide important professional development for the K-12 school personnel involved in the relationship. According to the National Association of Professional Development Schools (2008), a key essential to a successful partnership involves the entities' ability to achieve objectives together that neither partner might be able to fully accomplish individually. Our Professional Development School is a model for how the partners' joint mission operates beyond each institution's ability to provide the experiences and services in isolation. Although both the school district and the university are independent entities, their interdependence in the Professional Development School allows us to accomplish the overarching mission to improve education at all levels in our community from six weeks old to the doctoral level. The benefits are initiatives such as a joint Montessori Academy for children, participation on advisory councils, and a grade seven through twelve Early College program. Classrooms are made available for university faculty to do research, preservice teacher candidates can observe and practice, and first-generation at-risk students have the support they need for college placement. Professional development offerings by university faculty and District staff in areas such as Positive Behavior Interventions and Supports allow District teachers a unique professional development experience and the ability to continue and achieve a university certificate for their participation.

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Ten Tips to Consider When Creating and Screening PBIS Films

Cited by 5 publications

References 22 publications

Positive Behavior Interventions and Supports Videos: A Descriptive Analysis (2016–2020)

Positive Behavior Interventions and Supports Videos: A Descriptive Analysis (2016–2020)

Instructional Management for Students With Emotional and Behavioral Disorders in Remote Learning Environments

Independence and Interdependence of a Professional Development School Partnership

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