|School-Wide Positive Behavior Support Programs Across the K-12 Continuum
|Monday, May 26, 2008
|1:30 PM–2:50 PM
|Area: EDC; Domain: Applied Research
|Chair: Kathleen L. Lane (Vanderbilt University)
|Discussant: James J. Fox (East Tennessee State University)
|CE Instructor: Kathleen L. Lane, Ph.D.
To date most school-wide positive behavior support (SW-PBS) have been implemented in elementary schools, with limited attention to implementation in middle and high schools. Furthermore, too often SW-PBS programs do not include the use of systematic screening procedures to identify students for targeted supports. This symposium includes three papers. The first paper reports baseline, 1st, and 2nd year implementation data on a successful application of SW-PBS in a rural high school of 1,200 students. Outcome data revealed a reduction in office daily referrals, a reduction in expulsions, and an increase in attendance. The second paper reports findings of two studies, one conducted with middle school students (n = 500) in a rural setting and a second conducted with middle school students (n = 528) in an urban setting, of the reliability and validity of the Student Risk Screening Scale (SRSS; Drummond, 1994). Results revealed high internal consistency, testretest stability, and convergent validity with the Strengths and Difficulties Questionnaire (Goodman, 1997). The third paper reports findings of PBS implemented in two rural elementary schools, with an emphasis on the role of systematic screenings. We conclude with a discussion of the importance of systematic screenings as core component of SW-PBS programs.
|The Application of School-Wide Positive Behavior Support at a Rural High School to Decrease Disruptive Behavior for Both Typical Students and Students Identified with Special Needs.
|LEIA D. BLEVINS (East Tennessee State University), James J. Fox (East Tennessee State University), Kim Allison (East Tennessee State University)
|Abstract: This presentation will report baseline, 1st, and 2nd year implementation data on a successful application of SWPBS in a rural high school of 1,200 students. The school leadership team identified four classes of positive behavior (cooperation, responsibility, pride in school appearance, and respect). These target behaviors were then defined, taught, and reviewed with students. A token reward system, Mo-Bucks, was developed and implemented. Data collected included office daily referrals, suspensions, expulsions, attendance, and the number of Mo-Bucks distributed by each faculty member and the behavior class for which the ticket was awarded. Outcome data indicated that compared to the year prior to the SWPBS program’s implementation, there was a reduction in office daily referrals, a reduction in expulsions, and an increase in attendance. The present study appears to confirm the positive effects of school-wide indices on challenging behaviors (office referrals & expulsions) and attendance for both typical students and students identified with disabilities. The presentation will outline a SWPBS program in a rural high school; discuss SWPBS team processes, and results of baseline and two years of implementation data. The data provides further support for SWPBS as a best practice in addressing the school-wide need for effective discipline practices and development of systems for the positive socialization of students. This presentation will also report the challenges of obtaining data, converting data, and treatment fidelity.
|School-wide PBS at the Middle School Level: The Importance of Systematic Screening.
|KATHLEEN L. LANE (Vanderbilt University)
|Abstract: This article presents findings of two studies, one conducted with middle school students (n = 500) in a rural setting and a second conducted with middle school students (n = 528) in an urban setting, of the reliability and validity of the Student Risk Screening Scale (SRSS; Drummond, 1994). Results revealed high internal consistency, test–retest stability, and convergent validity with the Strengths and Difficulties Questionnaire (Goodman, 1997). In addition, short-term predictive validity was established; namely, students with risk statuses of low (n = 422), moderate (n = 51), and high (n = 12) according to the SRSS could best be differentiated by behavioral variables (e.g., ODR, in-school suspensions). Although academic variables could differentiate between students with moderate or high risks and students without (low) risk, these variables did not differentiate between students in the moderate-risk group and students in the high-risk group as did the behavioral variables. Limitations and future research directions are discussed.
|Primary Prevention Programs at the Elementary Level: How Do Students Respond?
|KATHLEEN L. LANE (Vanderbilt University)
|Abstract: One task facing the research and teaching communities is to determine how different types of students respond to school-wide positive behavior support (SW-PBS) efforts given that it is likely that not all students react uniformly. However, only a few studies have been conducted at the elementary level to determine how different types of students respond to the SW-PBS plan (Cheney et al., 2004; Lane & Menzies et al., 2005; Walker et al., 2004). Our goal in this study was to extend this line of inquiry by examining how different types of students attending four rural elementary schools responded to SW-PBS.
This paper examines (a) the level of treatment fidelity and access to reinforcement for the different student groups and (b) the degree to which students with internalizing, externalizing, and typical behavior patterns as identified by the Systematic Screening for Behavior Disorders (SSBD; Walker & Severson, 1992) responded to a SW-PBS intervention program. Results will be analyzed using multivariate procedures. Limitations and directions for future research are offered.