The Effects of a School Wide Positive Behavioral Support program (SWPBS) with (Spiritual) or (Moral) guidance

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ACKNOWLEDGEMENT

I would first like to express my gratitude for my research supervisor, colleagues, and peers and family whose immense and constant support has been a source of continuous guidance and inspiration.

DECLARATION

I hereby certify that the work described in this thesis is my own work, except where otherwise acknowledged, and has not been submitted previously for a degree at this or any other university.

Signature:

Dated:

ABSTRACT

School-wide positive behavior support (SWPBS) has an established evidence base in general education settings, and emerging evidence suggests that SWPBS may be effective in alternative settings (e.g., alternative, residential, or hospital schools; psychiatric hospitals). Given the intense educational and behavioral needs of students typically served in these settings. In this article, we document common features of alternative settings and suggest strategies to modify, enhance, and extend the existing practices, structures, and processes in SWPBS to fit alternative settings. Alternative settings include public and private alternative schools, special day and/or residential treatment facilities, hospital and clinical schools, and similar settings that serve students whose behaviors are not responsive to practices and supports delivered in typical general education settings. Although these settings also can be multidisciplinary (i.e., mental health, public health, juvenile corrections, and family), we emphasize settings that have education as their primary mission or purpose.

Table of Contents

ACKNOWLEDGEMENTi

DECLARATIONii

ABSTRACTiii

CHAPTER 1: INTRODUCTION1

Background of the study1

Problem Statement1

Purpose and Significance of the Study2

Research Questions2

Research Aim3

Reliability and Validity3

Ethical Concerns3

CHAPTER 2: LITERATURE REVIEW4

Theoretical Framework4

Bullying in Middle Schools and High Schools4

Typical Responses to Bullying Behavior in Schools7

Anti-Bullying Programs Are Often More Reactive Than Preventive8

Embedding Practices into an Existing School-wide Positive Behavior Support System9

An Integrated SWPBS Bully Prevention Curriculum11

CHAPTER 3: METHODOLOGY14

The Reversal (or ABAB) Design14

Sampling16

Design17

Data Collection and Measurement17

Functional Behavioral Assessment17

Structured Direct Observations17

Data Analysis17

Time Scale18

CHAPTER 4: ANTICIPATED RESULTS AND CONCLUSION20

References21

CHAPTER 1: INTRODUCTION



Background of the study

Research indicates School-wide Positive Behavior Supports (SWPBS) is successful at reducing student having a behavior problem in schools when looking at office discipline referral rates. Further study is needed to determine the effects of SWPBS in terms of in school suspension rates and out-of-school suspension rates (Cooper & Heron, 2007).

An increasing amount of young students are entering school without the social, emotional, behavioral, and academic skills needed to be successful. Student problem behavior often interferes with the education of students, leads to teacher burnout, and occupies administrative time.

School-wide Positive Behavior Supports (SWPBS) is a system based approach which is used to establish school social culture and intensive individual behavior support that is needed for schools in order to achieve academic and social rewards and reduce the problem behavior among students. It is composed of strategies focused on children for making them learn and socialize while preventing problem behavior (Cooper & Heron, 2007). It is a model of practices, interventions and strategies that have proved to be empirically effective.

Problem Statement

Recent study suggests that nowadays an individual goes through a lot when growing up. It can be both positive and negative. Some individuals take is constructively while others believe ...