Using Classroom-Level Positive Behavior Intervention Supports in High School Science Classes

Classroom-Level Positive Behavior Intervention Supports (PBIS);classroom management;disruptive classroom behaviors;educational engagement;school climate;Education

Scott, Briauna KnottEith, Christine ;

Johns Hopkins University

关键词: Classroom-Level Positive Behavior Intervention Supports (PBIS);    classroom management;    disruptive classroom behaviors;    educational engagement;    school climate;    Education;   

Others  :  https://jscholarship.library.jhu.edu/bitstream/handle/1774.2/60057/SCOTT-DISSERTATION-2018.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: JOHNS HOPKINS DSpace Repository

【 摘 要 】

Disciplinary data revealed racial disparities for addressing discipline issues with Black students receiving suspensions and expulsions at a rate 3 times higher than Whites (U.S. Department of Education Office of Civil Rights, 2014). Within the context of a suburban high school located in Alabama, the problem concerning suspensions and expulsions exceed other high schools within the district. These exclusionary actions occurred as a result of teachers writing disciplinary referrals for defiance of authority and disruptive classroom behaviors. Needs assessment results revealed that teachers were struggling to manage misbehaviors in classes due to gender differences and large class sizes. Teachers agreed that they needed additional classroom management professional development. Results also showed a statistically significant negative correlation between suspensions and students’ academic performance. To address these issues, Science teachers participated in a 6 weeks intervention in which they implemented classroom-level positive behavior intervention supports (PBIS). The ultimate goal of the intervention was to reduce the frequency of disruptive classroom behaviors and defiance of authority. Results showed that after implementing classroom-level PBIS, there was a reduction in the frequency of disruptive classroom behaviors such as inappropriate vocalization, argumentative behavior, dress code violations, cell phone violations, and students getting out of their assigned seats without permission. Students in science classes showed a reduction in tardies, improved compliance with authority, and a statistically significant difference in the students’ level of educational engagement. Student data did not reveal any improvements in school climate; however, science teachers reported improvements in classroom climate. Science teachers also increased their use of reward classroom management strategies and acknowledged students more for their academic performance and academic engagement. Science teachers also reported writing fewer disciplinary referrals, and they would recommend PBIS to other teachers. Only one science teacher had an increase in academic performance. In conclusion, implementing classroom-level PBIS showed improvements for students’ educational engagement, attendance, and disruptive classroom behaviors; while showing an increase in teachers’ use of reward strategies and a decrease in disciplinary referrals written.