Does Positive Behavioral Intervention Support (PBIS) affect Student Growth?
In this paper, I will investigate the correlation of Positive Behavioral Intervention Support (PBIS) and the effects on students’ academic growth. Positive Behavioral Intervention and Supports (PBIS) is a systemic approach to proactive, school-wide behavior based on a Response to Intervention (RtI) model. (Wisconsin PBIS Network) I believe PBIS will have a positive effect on students’ academic growth. The federal government strongly recommends that schools adopt Response to Intervention (RTI) as part of their general and special education programs (Burton & Kappenberg, 2012). Most RTI models are a three-tier support system with two spheres, one academic and one behavioral (Burton & Kappenberg, 2012). Positive Behavior Intervention Support (PBIS) has been used to describe school-wide and statewide efforts to implement and monitor comprehensive initiatives in our schools to decrease problem behaviors (Burton & Kappenberg, 2012). For the purpose of this paper, SWPBIS, PBS and PBIS refer to School-wide Positive Behavior Intervention Support. Overview of Program
As a component of Response to Intervention (RtI), PBS provides the tools that are essential for stabilizing and improving a student’s behavior, self-esteem, and relationship in general education classes as well as inclusive settings (Burton & Kappenberg, 2012). As a system within RtI, PBS shifts the burden on the teacher from competency to “manage” the class and “control” the students’ disruptive behavior to identifying causes of inappropriate behavior, encouraging positive behaviors and monitoring interventions (Burton & Kappenberg, 2012). By implementing PBIS, the teacher has a unique and important role in each students schooling. PBS is based on understanding why problem behaviors occur and it gives educators and parents a new way to think about behaviors. It is the application of evidence-based strategies and systems to assist schools to increase academic performance, increase safety, decrease problem behavior and establish positive school culture (Burton & Kappenberg, 2012). RTI is a “three-tier composite of academic and behavioral spheres that, in fact, interact with one another, rather than being parallel but isolated (Buffum, Mattos & Weber, 2010).” The RtI is a three tier composite of academic and behavioral spheres, these reflect and reinforce one another (Burton & Kappenberg, 2012). This model is based on and understanding that academic performance is a form of student behavior. These two spheres are interdependent and inseparable and the program needs to evaluate all aspects of a child’s performance in school including curriculum works and social interactions (Burton & Kappenberg, 2012). It is scientifically and nationally recognized as the most effective approach to integrating both spheres of a child’s life (Burton & Kappenberg, 2012). In reviewing these three spheres, PBS is an effective intervention in each of the three tiers. In the behavior sphere, it is often a greater challenge to identify goals and interventions because they are less well known and tested (Clonin, McDougal, Clark and Davison, 2007). One of the greatest advances of RtI over traditional student evaluation processes is its reliance on proactive identification of students who may be at risk and the use of early interventions that might prevent this. There are few reliable screening processes (Burton & Kappenberg, 2012). RTI is about establishing a school-wide system for allocating instructional resources where they are needed. This initiative gives all students (Tier 1) access to the regular curriculum and provides differentiated instruction and support. It requires high quality differentiated instruction based on insights into student thinking and keeping track of students’ progress. General education...
References: Burton, D. & Kappenberg, J. (2012). The complete guide to RTI: an implementation toolkit. California, Corwin
Hong, S., Ryoo, J. (2011). Investigating the effectiveness of SW-PBIS on school’s accountability at both elementary and middle schools: Society for Research on Educational Effectiveness, Retrieved from http://www.eric.ed.gov/PDFS/ED528760.pdf.
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Sprick, R. (2009). CHAMPs: A proactive and positive approach to classroom management. Eugene, OR: Pacific Northwest
Wisconsin PBIS Network. (2012). Retrieved from http://www.wisconsinpbisnetwork.org/
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