Using Staff and Student Time Engaged in Disciplinary Procedures to Evaluate the Impact of School-Wide PBS

Scott, Terrance M.; Barrett, Susan

doi:10.1177/10983007040060010401

Cited by 131 publications

(86 citation statements)

References 20 publications

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“…Office discipline referral data are commonly used as (a) an indicator of school climate, (b) a measure of the effectiveness of SWPBS implementation (Irvin, Tobin, Sprague, Sugai, & Vincent, 2004), and (c) a mechanism for determining the behavioral support needs of the school (Irvin et al, 2006;Scott & Barrett, 2004). The mean ODRs for this study were adjusted to provide consistent metrics for measuring impact across sites by using the total ODRs per day, per month, per 100 students, and per average daily enrollment.…”

Section: Methodsmentioning

confidence: 99%

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: Methodsmentioning

confidence: 99%

Developing Buy-In for Positive Behavior Support in Secondary Settings

Bohanon

2014

Preventing School Failure: Alternative Education for Children a

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“…For example, each disciplinary action for a student requires up to 20 minutes of the instructor's time. The period for addressing a discipline referral goes up to 45 minutes for administrators (Scott & Barrett, 2004). Over time, responding to discipline results in lost educational experience for students.…”

Section: Academic and Behaviour Problems In Secondary Schoolsmentioning

confidence: 99%

Using School Improvement and Implementation Science to Integrate Multi-Tiered Systems of Support in Secondary Schools

Bohanon

Gilman²,

Parker³

et al. 2016

Australas. j. spec. educ.

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The purpose of this paper is to describe the integration of tiered interventions and supports in secondary schools, sometimes referred to as multi-tiered systems of support (MTSS). The interventions include academic, behavioural, social, and emotional supports for all students.A description of the connections across specific MTSS systems, datasets, and practices is discussed. The article addresses the implementation of MTSS through the lens of school improvement and implementation science. A case example of a school implementing MTSS is provided to highlight the strengths and challenges of MTSS in secondary settings.School Improvement, Implementation, and MTSS 3 The purpose of this paper is to describe the integration of tiered intervention supports in secondary school settings. Schools place an emphasis on academic, behavioural, emotional, and social supports, the goal being to prevent failure for students at risk. The interventions include data-driven, evidence-based solutions for struggling students. However, these approaches are not always aligned. Schools are making efforts to provide a cohesive framework for intervention in schools through multi-tiered systems of support (MTSS). In this paper we provide a discussion of the assimilation of support systems through school improvement and implementation science. It also provides a case example of this integration at the secondary school level.

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“…For instance, ensuring that school personnel are aware of the potential benefits of PBS (Luiselli et al, 2005;Metzler et al, 2001;Netzel & Eber, 2003;Oswald et al, 2005;Scott, 200 I) and including staff members in action-plan development (Oswald et al;Scott;Turnbull et al , 2002) can achieve staff buy-in. Using existing sources of data, such as referral and suspension data, makes data collection and data-based decision making easier (Luiselli et al;Scott & Barrett, 2004). Researchers have identified a number barriers to PBS implementation (Lohrman, Forman, Martin, & Palmieri, 2008).…”

Section: Overcoming Barriersmentioning

confidence: 99%

“…In addition to demonstrating a reduction in behavioral problems, Scott and Barrett (2004) examined the impact of reduced disciplinary problems on instructional time. They found that following PBS implementation, students experienced many more hours of instruction because less student time was spent in exclusionary punishment and less teacher time was spent addressing behavioral concerns.…”

Section: Benefits Of Pbs Implementationmentioning

confidence: 99%