Using Positive Behavioral Interventions and Supports to Reduce School Suspensions

Gage, Nicholas A.; Beahm, Lydia A.; Kaplan, Rachel; MacSuga-Gage, Ashley S.; Lee, Ahhyun

doi:10.1177/1074295620950611

Cited by 9 publications

(8 citation statements)

References 22 publications

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“…This might include professional development that focuses on alternatives to suspension combined with additional training in preventive systems that would negate the use of suspensions as a disciplinary go-to. Gage and colleagues (2020) developed a series of recommendations for reducing suspensions, specifically when implementing SWPBIS. Among them are developing systematic alternatives for OSS and pairing any disciplinary practice with targeted intervention supports.…”

Section: Discussionmentioning

confidence: 99%

Exploring SWPBIS Implementation Outcomes in Rural and Urban Schools in Florida

Gage

Kern

George

et al. 2022

Rural Special Education Quarterly

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Rural schools experience unique challenges, including teacher quality and teacher retention, limited resources, and availability of funding. Furthermore, access to professional development and, subsequently, implementation of evidence-based practices may also be limited in rural settings. One evidence-based framework for implementing evidence-based practices, School-Wide Positive Behavioral Interventions and Supports (SWPBIS), has been widely implemented, including in rural and urban schools. Yet, very little research has explicitly compared rural and urban schools implementing SWPBIS with regard to implementation and discipline. Therefore, we examined statewide data to evaluate differences between rural and urban schools implementing SWPBIS in Florida. We found that both rural and urban schools were equally likely to implement all the components of SWPBIS. When comparing schools, we found that rural schools implementing SWPBIS had more out-of-school suspensions than nonimplementing rural schools, while the opposite was true for urban schools. Limitations and future research are discussed.

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Section: Discussionmentioning

confidence: 99%

Exploring SWPBIS Implementation Outcomes in Rural and Urban Schools in Florida

Gage

Kern

George

et al. 2022

Rural Special Education Quarterly

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“…PBIS is designed to ensure that all students receive the supports they need to be successful through three levels of support: Tier 1 (all students), Tier 2 (small groups with similar needs), and Tier 3 (students who require individualized support; Horner et al, 2017). Effective Tier 1 behavior support focuses on creating safe, predictable, positive, and equitable school cultures that support learning and prevent minor behavior challenges for all students (Gage et al, 2020). However, even with effective Tier 1 behavior support in place, some students will require additional support to experience success (Simonsen et al, 2015).…”

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confidence: 99%

CICO-Secondary: A Single-Case Experimental Study in High School

Kittelman,

Cohen Lissman,

Strickland-Cohen

et al. 2023

Journal of Positive Behavior Interventions

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Check-in/check-out (CICO) is an evidence-based multicomponent intervention widely implemented in elementary and middle schools. The purpose of this study was to evaluate whether an adapted CICO intervention, with CICO components designed to be more developmentally appropriate for adolescents and contextually relevant for high schools, could be implemented with procedural fidelity and improve outcomes for students with and at risk for disabilities. The study included three ninth-grade students (two with individualized education programs) in one public high school. We used a non-concurrent multiple baseline design conducted over two academic years during the COVID-19 pandemic to experimentally evaluate the effects of CICO-Secondary on student academic engagement. Results demonstrated that students participated with adequate procedural fidelity and that there was a functional relation between implementation of CICO-Secondary and improved student academic engagement. Students and school personnel also perceived CICO-Secondary to be socially valid. Implications for both future research and practice are discussed.

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“…Those same procedures are then replicated throughout the school to prevent problem behaviors in all settings, including hallways and cafeterias, encouraging consistent behavioral expectations and delivering regular positive reinforcement. As such, SWPBIS leads to increases in perceptions of school safety and school climate by clearly communicating the expectations to everyone and focusing on positive reinforcement for engaging in the desired behaviors and positive teacher–student interactions (Gage et al, 2020).…”

Section: Swpbis and School Climatementioning

confidence: 99%

School Climate in Rural and Urban Schools and the Impact of SWPBIS

Ellis

Gage

Kramer

et al. 2022

Rural Special Education Quarterly

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Positive school climate is associated with myriad positive student, staff, and school outcomes, including increased achievement and decreased problem behavior. Hence, universal evidence-based practices are necessary to increase school climate. One universal approach with evidence of effects on school climate is School-Wide Positive Behavior Interventions and Supports (SWPBIS). However, little research exists evaluating the effects of SWPBIS on school climate focus on student perceptions. Furthermore, researchers have rarely examined differences in students’ perceptions of school climate in rural and urban schools and differences of SWPBIS effectiveness in rural and urban schools. Therefore, we used state-wide school climate data from elementary students and examined differences between rural and urban locale and SWPBIS implementation. Using multilevel structural equation modeling, we found that rural schools implementing SWPBIS with high levels of fidelity had significantly higher positive school climate than urban schools. Implications and limitations are discussed.

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Using Positive Behavioral Interventions and Supports to Reduce School Suspensions

Cited by 9 publications

References 22 publications

Exploring SWPBIS Implementation Outcomes in Rural and Urban Schools in Florida

Exploring SWPBIS Implementation Outcomes in Rural and Urban Schools in Florida

CICO-Secondary: A Single-Case Experimental Study in High School

School Climate in Rural and Urban Schools and the Impact of SWPBIS

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