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Cayleigh Dunworth; Dearbhaile Mahon; Jenny McSharry; Jennifer Holloway; Helena Lydon – Journal of Intellectual Disabilities, 2024
In Ireland, the provision of behavior support services has developed following the introduction of Health Information and Quality Authority (2013) standards and the regulation of Positive Behavior Support (PBS) under the Health Act (2007). The purpose of this study was to explore what factors facilitate and act as barriers to implementation of…
Descriptors: Foreign Countries, Positive Behavior Supports, Barriers, Counselor Attitudes
Erin J. Brewer – ProQuest LLC, 2024
Districts and schools are under pressure to increase student academic outcomes while meeting their various social-behavioral needs. This pressure is compounded by the responsibility of creating climates that are safe and equitable for all students where teachers can teach, and all students can learn. However, far too often, negative, and…
Descriptors: Positive Behavior Supports, Academic Achievement, English Instruction, Language Arts
Kelly Ford-Proutt – ProQuest LLC, 2024
Researchers have found that removing students from instructional settings for behavioral infractions adversely influenced student learning. The problem of this basic qualitative study was that strategies, challenges, experiences, and approaches used by high school general education teachers to manage student misbehavior were unknown. The purpose…
Descriptors: High School Teachers, Behavior Problems, Discipline, Prereferral Intervention
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Rachel Freeman; Jessica Simacek; Jennifer Jeffrey-Pearsall; Seunghee Lee; Muna Khalif; Quinn Oteman – Journal of Positive Behavior Interventions, 2024
Positive behavior support (PBS) is an evidence-based framework for improving quality of life and preventing challenging behavior that is often implemented in combination with person-centered practices in the intellectual and developmental disability (IDD) field. Recently, state agencies and organizations supporting people with IDD have adopted a…
Descriptors: Evaluation Methods, Positive Behavior Supports, Intellectual Disability, Multi Tiered Systems of Support
Yetunde Oshinkale – ProQuest LLC, 2023
Improving student learning and behavior has been a topic of discussion in the education community for a long time. The Positive Behavioral Intervention and Support (PBIS) program is proposed to achieve this. While PBIS successfully improves academic and behavioral outcomes, there are concerns that it may only meet the needs of some students.…
Descriptors: Positive Behavior Supports, High School Graduates, Academic Achievement, Student Behavior
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Katie L. Fallo; Karen H. Larwin – Journal of Education, 2024
African American students continue to be suspended at rates disproportionate to same-aged peers. The purpose of this study is to use empirical evidence to determine the associated influence of restorative justice (RJ) on a large urban district by studying discipline gap data for the 3 years before and after implementation. Results of the study…
Descriptors: Restorative Practices, Educational Practices, Data Analysis, Educational Change
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Gavin Duffy; Tony Gallagher; Laura Lundy; Gareth Robinson; Michelle Templeton – Oxford Review of Education, 2024
This paper examines the context of school exclusion in Northern Ireland. In doing so, we explore the political economy of exclusion, focusing in particular on the intersection of perspectives between four key stakeholder groups: principals (n = 7) and teachers (n = 31) in mainstream schools, representatives from an official education body (n = 8),…
Descriptors: Foreign Countries, Nontraditional Education, Inclusion, Suspension
Anne Marie Malbica – ProQuest LLC, 2024
Challenging behavior in adults with intellectual and developmental disabilities (IDD) can lead to decreased quality of life and social and community inclusion. Compared to research with children there is relatively limited research on effective behavior support interventions for adults with disabilities. The Prevent-Teach-Reinforce (PTR) program…
Descriptors: Behavior Problems, Intellectual Disability, Developmental Disabilities, Adults
Heather Whitaker – ProQuest LLC, 2024
The Every Student Succeeds Act was passed in 2015, requiring schools to choose an accountability measure to accompany standardized achievement assessments. This act charges schools to educate students on academic standards and address the whole student socially and emotionally. One climate variable not widely studied in America is students' sense…
Descriptors: Elementary Secondary Education, Discipline, Locus of Control, Behavior Patterns
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Kato, Mimi McGrath; Kittelman, Angus; Flannery, K. Brigid; Cohen Lissman, Dana – Preventing School Failure, 2023
Previous research has demonstrated a need for contextual fit when implementing behavior supports in high schools (Flannery et al., "The High School Journal," 96(4), 267-282, 2013; Flannery & Kato, "Preventing School Failure: Alternative Education for Children and Youth," 61(1), 69-79, 2017). As high schools move beyond the…
Descriptors: High School Students, Positive Behavior Supports, Program Implementation, Fidelity
St. Joseph, S.; Putnam, R.; Racine, J.; West. J.; Casavant, A. – Center on Positive Behavioral Interventions and Supports, 2023
The National Center on Positive Behavior Interventions and Supports (PBIS) provides professional development and technical assistance to more than 27,000 schools nationwide (OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports, 2021). Although much has been documented on the impact of Tier I PBIS implementation with…
Descriptors: Positive Behavior Supports, Program Implementation, Fidelity, Elementary Schools
Angus Kittelman; M. Kathleen Strickland-Cohen; Robert H. Horner; Kelsey Morris; Tim Lewis; K. Brigid Flannery – Grantee Submission, 2023
Even when schools are implementing Tier 1 systems and practices with high fidelity, some students need more targeted and systematic support. Tier 2 practices provide students with an additional layer of rapid and efficient behavior support. However, school teams will need to regularly measure the fidelity of both core features of these Tier 2…
Descriptors: Positive Behavior Supports, Fidelity, Program Implementation, Measurement Techniques
Angus Kittelman; Kelsey Morris; M. Kathleen Strickland-Cohen; Tim Lewis; Robert H. Horner; K. Brigid Flannery – Center on Positive Behavioral Interventions and Supports, 2023
Even when schools are implementing Tier 1 systems and practices with high fidelity, some students need more targeted and systematic support. Tier 2 practices provide students with an additional layer of rapid and efficient behavior support. However, school teams will need to regularly measure the fidelity of both core features of these Tier 2…
Descriptors: Positive Behavior Supports, Fidelity, Program Implementation, Measurement Techniques
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Rebecca A. Cruz; Allison R. Firestone – Whiteness and Education, 2024
Root causes of disproportionality in exclusionary discipline are multiply determined. Teachers' perceptions and implicit biases, enacted within the contexts of schools as racialised organisations, shape how educators interpret and respond to student behaviour. Focusing on the referral phase of the disciplinary process, this systematic review of…
Descriptors: Discipline, Referral, Racism, Educational Theories
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Sara C. McDaniel; Carlson Coogler; Kelly Guyotte – Journal of Applied School Psychology, 2024
Educational innovations continue to improve schools' abilities to implement up-to-date, effective, efficient evidence-based practices. Across education, it is important to understand the implementation and contextual elements that are critical to educator acceptability, feasibility, and usability. This preliminary qualitative study seeks to better…
Descriptors: Positive Behavior Supports, Social Emotional Learning, Emotional Development, Social Development
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