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| Supporting and Evaluating Implementation of Positive Behavior Support for At-Risk Students, School and States |
| Monday, May 30, 2005 |
| 9:00 AM–10:20 AM |
| Williford C (3rd floor) |
| Area: EDC; Domain: Service Delivery |
| Chair: Emma J. Martin (University of Oregon) |
| Discussant: Teri Lewis-Palmer (University of Oregon) |
| Abstract: Supporting students with problem behavior continues to challenge public schools. Additionally, the recent re-authorization of IDEA requires schools to provide positive behavior support and to conduct functional behavior assessments. Combined with decreasing resources schools require strategies and systems that are both effective and efficient. While several schools are participating in school-wide discipline project, the primary focus on these projects has been to build a foundation for specialized support. One emerging practice is applying research-based strategies with targeted groups of students. By adopting this approach schools are able to support 20-40 students with function-based but similar support thereby increasing the efficiency of their efforts. Another is to focus on establishing state-wide systems that support multiple schools to increase sustainability of efforts. The purpose of this session is to provide examples of three different approaches to positive behavior support. |
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| Preventing Problem Behavior School-Wide with the Behavior Education Program: A Review of Research and Practical Implications |
| LEANNE HAWKEN (University of Utah), Katherine S. MacCleod (University of Utah) |
| Abstract: To prevent severe problem behavior, schools should implement a continuum of effective behavior support which includes universal school-wide procedures, targeted procedures for students at-risk, and intensive individualized procedures. Much of the literature summarizes implementation strategies for the universal and individual levels of support but few examples have been provided on how to implement targeted interventions for students at-risk but not currently engaging in severe problem behavior. A review of the research on one type of targeted intervention, the Behavior Education Program (BEP) will be presented including the effects of the BEP on office discipline referrals for both middle and elementary school students as well as the effects on direct observation of classroom problem behavior and academic engagement. Fidelity of treatment and social validity data will also be summarized. The review of the research provides evidence for the inclusion of the BEP as part of a school’s system of behavior support. Practical information will be included in the presentation for educators and researchers interested in implementing the BEP. Key Words: targeted intervention, secondary level prevention, school-wide behavior support, positive behavior support. |
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| Program Evaluation of the Alabama School-Wide Positive Behavioral Support Implementation |
| MACK BURKE (University of Georgia), Shanna Hagan-Burke (University of Georgia), Tracy L. Blankenship (University of Georgia) |
| Abstract: States across the nation are witnessing students entering school who are culturally, economically, socially, and academically, more different than similar to one another. Many of these learners are exposed to cultural, familial, and community risk factors that place them at-risk for developing antisocial behavior patterns. To address the social-behavioral issues presented by children from diverse backgrounds that place them at great behavioral risk-effective and efficient prevention and intervention approaches must be identified and implemented to (a) prevent the occurrence and development antisocial behaviors and (b) respond early and proactively to the needs of children and youth who currently display such behavior. The purpose of this presentation is to provide results from four cohorts of schools who are implementing School-Wide Positive Behavioral Support in the state of Alabama. Results from (a) office discipline referrals, (b) Effective Behavioral Support Survey, (c) School-Wide Evaluation Tool, and the (d) Stanford 10 Achievement Test will be reviewed and discussed.Key words: Anti-social behavior, school-wide behavior support, office discipline referrals |
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| Evaluating the Effectiveness of School-wide Positive Behavior Support in Urban Schools |
| KIMBERLY S. THIER (The May Institute), Marcie W. Handler (The May Institute), Robert F. Putnam (The May Institute) |
| Abstract: Schools continue to struggle with supporting all students within the school academic and social needs. While establishing a school-wide foundation is critical, schools must consider the role that classroom instruction and management have on student success. This presentation discusses nine schools, in one urban school district, that received training and consultation in positive behavior support across school-wide and classroom-wide systems. Fidelity of implementation data were collected for critical school-wide and classroom-wide variables. Student academic (i.e., on-task, academic achievement) and behavioral (i.e., ODR, ISS/OSS) outcome data for all nine schools will be discussed. Furthermore, implications and recommendations related to administrative and district support will be discussed.Key words: Classroom management, office discipline referrals, academic achievement, |
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