Topics: Positive behavior support, High school, Psychology Pages: 10 (2519 words) Published: June 24, 2013

Over the years there have been multiple different strategies for handling children’s behavior within the school setting in order to maximize their potential for success. These strategies have cycled through mainstream educational beliefs over the years. One relatively new behavioral program is a Positive Behavioral Intervention and Support (PBIS) program. Because of the program’s relative youth, it is still being actively researched and evaluated by many in order to assist in efforts to increase its effectiveness. A PBIS school environment hopes to improve the lifestyles of students in general. The program strives not only to affect the academic aspect of a child’s life but also the personal, health, social, family, recreational, and work aspects (Sugai, Horner et al., 2000). The idea is that if students can act in a socially acceptable manner, it will establish them as better able to succeed in all aspects of their lives.

Chapter 1

Research Problem:

The Effects of PBIS Program on Student Misconduct

Research Question:

Does the PBIS Program Effect Student Misconduct?

Definition of Terms:

Minor Problem Behavior
Inappropriate verbal language - Student engages in low intensity instance of inappropriate language.

Physical contact/ aggression - Student engages in non-serious, but inappropriate physical contact.

Defiance/ disrespect/ non-compliance - Student engages in brief or low-intensity failure to respond to adult requests .

Disruption - Student engages in low-intensity, but inappropriate disruption

Dress Code - Student wears clothing that is near, but not within, the dress code guidelines defined by the school/district.

Information and Other Electronics Technology Violation - Student engages in non-serious but inappropriate (as defined by school) use of cell phone, pager, music/video players, camera, and/ computer.

Property misuse - Student engages in low-intensity misuse of property

Tardy - Student arrives at class after the bell (or signal that class has started

Other - Student engages in any other minor problem behaviors that do not fall within the above categories

Major Problem Behavior
Abusive language/ inappropriate language/ profanity - Verbal messages that include swearing, name calling or use of words in an inappropriate way.

Alcohol - Student is in possession of or is using alcohol.

Arson - Student plans and/or participates in malicious burning of property.

Major Problem Behavior cont.

Bomb threat/ False alarm - Student delivers a message of possible explosive materials being on-campus, near campus, and/or pending explosion.

Combustibles - Student is in possession of substances/objects readily capable of causing bodily harm and/ or property damage (matches, lighters, firecrackers, gasoline, lighter fluid).

Defiance/disrespect/ insubordination/ non-compliance - Refusal to follow directions, talking back and/or socially rude interactions.

Disruption - Behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, or screaming; noise with materials; horseplay or roughhousing; and/or sustained out-of-seat behavior.

Drugs Student is in possession of or is using illegal drugs/substances or imitations.

Fighting/ physical aggression - Actions involving serious physical contact where injury may occur (e.g., hitting, punching, hitting with an object, kicking, hair pulling, scratching, etc.).

Forgery/ theft - Student is in possession of, having passed on, or being responsible for removing someone else's property or has signed a persons name without that person’s permission.

Harassment/Bullying - Student delivers disrespectful messages (verbal or gestural) to another person that includes threats and intimidation, obscene gestures, pictures, or written notes.

Inappropriate Display of Affection - Disrespectful messages include negative comments based on race,...

References: Anderson, J. A., Houser, J. H., & Howland, A. (2010). The Full Purpose Partnership Model for Promoting Academic and Socio-Emotional Success in Schools. THE SCHOOL COMMUNITY JOURNAL , 31-54.
Buffman, A., Mattos, M., & Weber, M. (2010). The Why Behind RTI. Educational Leadership , 10-16.
Curtis, R., Van Home, J. W., Robertson, P., & Karvonen, M. (2010). Outcomes of a School-Wide Positive Behavioral Support Program. Professional School Counseling , 159-164.
Department of Education: Office of Special Education. (2010). Positive Behavioral Intervention Supports. Retrieved November 5, 2010, from Positive Behavioral Interventions Supports: www.pbis.org
Horner, R., Suggai, G., & Anderson, C. (2010). Examining the Evidence Base of School Wide Positive Behavior Support. Focus on Exceptional Children , 1-14.
Turnbull, A., Edmonson, H., Griggs, P., Wickham, D., Sailor, W., Freeman, R., et al. (2002). A Blueprint for Schoolwide Positive Behavior Support: Implementation of Three Components. Council for Exceptional Children , 377-402.
Warren, J. S., Bohanon-Edmonson, H. M., Turnbull, A. P., Sailor, W., Wickham, D., Peter, G., et al. (2006). School-wide Positive Behavior Support: Addressing Behavior Problems that Impede Student Learning. Educational Psychology Review , 187–198.
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