Positive Behavioral Support in Middle School: The Impact of Inconsistent Implementation on School Culture

Positive behavioral support;Student perception;School climate;Integrity of implementation;Classroom culture;Middle school;Organizational climate;Student attitude;Education;College of Education, Health, & Human Services

Walker, Regina M.Wannarka, Rachel ;

University of Michigan

关键词: Positive behavioral support;    Student perception;    School climate;    Integrity of implementation;    Classroom culture;    Middle school;    Organizational climate;    Student attitude;    Education;    College of Education, Health, & Human Services;   

Others  :  https://deepblue.lib.umich.edu/bitstream/handle/2027.42/142806/Walker%20Full%20Dissertation%202018_Updated.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

As researchers in the field of education search for ways to use evidence-based practices to improve achievement and school climate, teachers and administrators must seek outinterventions that will support this objective. The literature reveals that when schools use zero tolerance disciplinary procedures, student achievement is negatively impacted. Teachers and school staff members may utilize organized practices such as Positive Behavioral Support (PBS) to equalize the cultural differences in the classroom and offer a model and an organized plan for success. The PBS program is a preventative approach to discipline and has had much success because of the ability to track measurable data, follow evidence-based practices, and offer a multi-tiered approach to problem behavior. Schools offer first tier universal support wherein the protocol of the PBS behavioral model is taught to all students. Students with recurring problems are offered a secondary tier approach, with various interventions such as ;;check in and check out” with a teacher who will monitor a student’s behavior more closely. The success of this program is contingent on full staff buy in, fidelity, and implementation with integrity. This study explores classroom culture, achievement, and attitudes toward learning and behavior for teachers, staff and 8th graders at a Midwestern suburban middle school. The findings indicate that inconsistent implementation of the PBS guidelines negatively impacted classroom culture,and ultimately the school climate. Students did not know how to anticipate or interpretexpectations from teachers and staff and continued to violate the behavioral rules and receive infractions.