Elementary School PBIS Research

Unfortunately, many schools have disruptive students. Kicking them out of the classrooms, school detention or suspension is not the solution. Teachers should try to find new ways to get these disruptive students involved in quality learning. They need to learn how to handle behavior problems that might occur in the classrooms. PBIS (positive behavioral interventions supports) is an approach that is grounded in research regarding behavior in the context of the settings in which it occurs. There is a need of these types of supports in elementary classrooms, in particular Sprague Elementary school, to eliminate behavior problems. Thus, implementation of school-wide positive behavioral interventions and supports (PBIS) in elementary schools is
My paper will examine the positive effects of implementation of PBIS in Sprague Elementary School, regarding the quality of this implementation, and students’ outcomes such as students’ achievements, students’ behaviors, suspensions, or referrals. Reviewing the existing research will help me to define what PBIS means, why elementary schools use this practice, and how the implementation of this practice improves students’ behaviors and students’
Thirty-two elementary schools in a large urban school district were randomly assigned to an initial training cohort or a wait-list control group. Results suggested that SCS training positively affected school policies and student behavior. Surveys administered after the commencement of SCS training found large improvements in staff perceptions of school behavior policies and student behavior at schools receiving SCS training that were not observed at wait-list schools. Similarly, we observed reductions in student suspensions at schools implementing SCS that were not observed at control schools. The observed improvements persisted through the second year of trainings, and once the wait-list control schools commenced SCS training, they experienced similar improvements in school policies and student behavior. [ABSTRACT FROM