PBIS

Positive Behavioral Interventions & Supports (PBIS)

ABSTRACT

Preparing students to succeed in a dramatically changing world presents a significant dilemma for families, schools, and communities. Many students adjust reasonably well to the changes and challenges in society with the support of family and friends. Unfortunately, not all students have experiences that provide appropriate role models, adequate monitoring, or consistent academic and social success. For some students, their reality can best be described as reactive, aversive, infrequent, and haphazard experiences. It is not surprising then that students facing these challenges find it difficult to exhibit socially acceptable behaviors conducive to learning in a school environment.

TABLE OF CONTENT

ABSTRACTII

CHAPTER 1: INTRODUCTION1

Research Aims and Objectives2

Purpose of the Research2

Scope of the Research2

CHAPTER 2: LITERATURE REVIEW3

Introduction3

The Need for Improved Student Discipline3

School-Wide Positive Behavior Interventions and Supports5

Theoretical Foundation for Positive Behavior Support5

Summary7

CHAPTER 3: METHODOLOGY8

CHAPTER 4: FINDINGS10

Perspectives on Positive School- Wide Discipline10

Summary12

CHAPTER 5: CONCLUSION13

CHAPTER 6: RECOMMENDATIONS14

REFERENCES15

CHAPTER 1: INTRODUCTION

A national concern for today's elementary, middle, and high school educators is the effective management of antisocial behaviors in schools. Recent newspaper headlines are emblazoned with accounts of disruptive and violent behaviors occurring in schools across the United States. According to Wheeler and Richey (2005), incidents of disruptive behavior are becoming more prevalent and pervasive across all grade levels throughout our nation. Teachers are spending an increased amount of time managing problem behavior, which leaves less time for classroom instruction. The challenging behavior of students has escalated to the degree that it often consumes as much as 80% of teachers' instructional time to address classroom disruptions.

Research indicates that students in urban, suburban, and rural areas, and in elementary, middle, and high schools are all equally likely to have violent outbursts occur in their schools. Dealing with this disruptive behavior presents an increasing challenge in classroom management for teachers today. It is probable that the increase in disruptive behavior in schools has a direct correlation to the frustration level teachers are experiencing while attempting to manage challenging students in their classrooms. The way in which teachers can handle these severe problems may be indicative of their classroom management skills to prevent the number of problems in their classrooms.

This action research will focus on analyzing the concept of Positive Behavioral Interventions & Supports (PBIS) for students of middle and high school (i.e. from 7th to 12th grade).

Research Aims and Objectives

The researcher aims to address the following issues

How and to what extent can a program of positive behavior support be used to diminish the disruptive behaviors of students in teachers' classrooms in a pre-kindergarten through fifth grade rural elementary school?

What are teachers' perceptions regarding the need for a new program of positive behavior supports and how it affects their classroom management?

Purpose of the Research

The purpose of this study was to investigate the current evidence assessing a school-wide positive behavior support program and the considerations that may be relevant for students with challenging behaviors in middle and high schools.

Scope of the Research

There is little known or understood regarding the influence of a program of positive behavior support ...