No description available.

School-Wide Positive Behavior Supports (SWPBS) is a heavily promoted area that focuses on promoting pro-social behavior and preventing misbehavior. Many schools are moving towards SWPBS as the universal level of support for behavior. With Response to Intervention (RtI) being at the forefront of educational reform, this type of universal support is strongly recommended for academic needs, as well as behavioral needs. Data were collected from 25 schools in the West Region of Kentucky that collaborate with the Kentucky Center of Instructional Discipline (KYCID). A series of t-tests were completed in order to examine the relationship between Office Discipline Referrals (ODRs), Benchmark of Qualities (BoQ) scores, and the number of years a school had implemented SWPBS. Location of the ODRs as well as behaviors that led to ODRs were also examined. The findings of this study indicate that the longer a school has implemented SWPBS, the fewer ODRs it has during a school year. Also, BoQ’s were positively impacted the longer SWPBS was in place at a school. Regarding problem behavior, it was found that ODRs came primarily from a classroom environment as opposed to common areas (bathroom, hallway, cafeteria, and playground). A descriptive analysis was completed on the types of ODRs most commonly found in classroom settings, and it was discovered that the top three reasons for ODRs were defiance, fighting, and disruptive behavior. These findings can be used to guide schools on school-wide expectations and classroom management practices, as well as to affirm the continued implementation of SWPBS from year to year.

A multi-tiered system of supports offers a comprehensive model for the prevention of academic and behavior problems in schools. To date, research has emphasized the impact of universal and intensive interventions. However, the need for research on secondary or targeted group interventions (Tier 2) for those students who do not respond to the universal level of support is growing. This study evaluated CICO, a Tier 2 intervention, in improving student behavior when it is used with three elementary students from a high-need population and in conjunction with student accountability tracking, designed to promote parental involvement. Functional assessments indicated that all three students had attention-maintained problem behavior during instruction sessions. The study employed a concurrent multiple baseline design across students to assess the effects of CICO and CICO with accountability tracking on academic engagement and problem behavior. Results indicated that the team members were able to implement CICO with fidelity and their implementation of the intervention was effective in increasing academic engagement and reducing problem behavior. The CICO with accountability tracking implementation with one student contributed to further improvement of his target behaviors. These effects were shown to be maintained moderately well for two students who underwent fading. Results are discussed in terms of the study limitations and implications for practice and future research.

An educational framework known as School Wide Positive Behavior Support being implemented in school systems across the country provides the schools with three tiers of support to address both academic and behavior challenges. The purpose of this study was to evaluate the use of peer tutors when applied to a Tier 2 intervention known as Check-In Check-Out (CICO). Peer tutors performed the morning check-in with the tutees by setting the expectations for the day and giving the tutees their Daily Progress Report (DPR) form. Throughout the day, the tutees took the DPR form to each class where they received a score from the teacher. At the end of the class period, the peer tutors provided the tutees with feedback on the scores received on the DPR form. Once the school day finished, the peer tutees checked-out with the tutors and received a reward if they met their percentage goal. The results of this study showed that CICO implemented by peers improved classroom behavior for all three participants.

School-Wide Positive Behavior Interventions and Support (SWPBIS) is an evidence- based application of Applied Behavior Analysis (ABA) to address and prevent problem behaviors from occurring, promote pro-social behaviors, and create a positive learning environment for all students. There are many secondary interventions that have been utilized within the framework of SWPBIS that have high success rates. However, the research conducted on the use of Check-In/Check-Out (CICO), a secondary intervention, has focused its attention more on its effectiveness in public elementary schools. There is a lack of research evaluating the effectiveness of CICO in alternative school settings. This study provides an extension to the literature by examining the effects of the CICO program with school-aged children residing in a mental health treatment facility. Using a concurrent multiple baseline across participants design, students were exposed to a CICO intervention strategy in which problem behaviors were targeted for reduction and academic engagement was targeted for acquisition. All three students showed substantial decreases in problem behavior and increases in academic engagement when the CICO intervention was in place.

Problem behaviors in the school setting have become more frequent as well as challenging for teachers and faculty to decrease while attempting to help their students attain their academic goals. Within the last decade, school-wide positive behavior support (SWPBS) has become more widespread as an evidence-based practice within the school system. SWPBS uses a multi-tiered support structure in order to affect behavior change across an entire school population. Several common secondary interventions have been utilized with high success rates. However, the research conducted thus far using the Check-In/Check-Out (CICO) program, a secondary intervention, has shown a lesser degree of success in behavior change with those students whose problem behavior is maintained by negative reinforcement or escape from aversive tasks. The current study examined the effects of the CICO program, adapted to address negative reinforcement contingencies. Using a multiple baseline across participants design, students in this study were exposed to a modified CICO intervention strategy in which problem behaviors, specifically related to the escape function as determined by a routine analysis, were targeted for reduction while academic engagement were targeted for acquisition. Results provided reductions in problem behaviors and an overall increase in academic engagement across participants with teacher implementers indicating the modified CICO program as feasible and acceptable. Implications for future research are discussed.

Diploma thesis deals with the current methods of implementation of primary prevention of primary schools in the Czech Republic. The aim was to determine the degree of preparedness of primary schools for the implementation of a world-wide research-proven program of positive support for students behavior in the school environment (PBIS) in order to prevent risky behavior of students in schools. The first part of the thesis is devoted to theoretical knowledge about students with risky behavior, preventive and interventional procedures of primary prevention applied in schools and a thorough description of the PBIS method. We used a qualitative method of semi-structured interviews for the research survey. The evaluation took place on the basis of interviews with pedagogical staff at four primary schools. The analysis was performed using open coding. Questions were asked about the use of preventive measures by primary schools and the answers provided an insight into which elements used correspond to the PBIS method. The results of the research show similarities in the use of preventive elements in the field of physical environment of the class and in the positive formulation of the rules of conduct. On the contrary, visualizations of routine procedures and school-wide expectations in school premises are...

There is ever-increasing pressure on school officials to provide a safe school environment that is conducive to learning. There is also a growing concern from teachers and administrators that many students are unrecognized for their continual appropriate behavior(s), in part, because of the attention consumed by both challenging students and students with exceptional talents and abilities. In response, a School-Wide Positive Behavior Support (SWPBS) approach is growing in popularity to address both of these issues. SWPBS is implemented across an entire school population and involves all individuals whether they are challenging, exceptional, or typical. The initial research shows encouraging results and supports the effectiveness of a School-Wide Positive Behavior Support program. This study focused on the development, implementation, and results of a SWPBS program at a rural high school. Data collected included office daily referrals, suspensions, expulsions, attendance, and the number of reinforcers (Mo-Bucks) distributed by staff. 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 results of this 3-year study supported the effectiveness of SWPBS as an intervention for reducing disruptive behaviors at the high school level for typical students as well as for students with special needs.

No description available.

No description available.