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Laura Kern; Brandi Simonsen; George Sugai; Jennifer Freeman; Timothy J. Lewis; Sandra M. Chafouleas – Teacher Education and Special Education, 2024
Schools have increasingly relied on paraeducators in elementary settings to help address student needs. Research demonstrates that simple prevention strategies, like active supervision (e.g., moving, scanning, interacting), can reduce problem behavior in areas where paraeducators are assigned; however, less is known about how to best support…
Descriptors: Elementary Schools, Elementary School Students, Paraprofessional School Personnel, Recess Breaks
Catherine Chidiac – ProQuest LLC, 2024
Research indicates that positive reinforcement can improve student achievement and increase positive student behavior. The purpose of this study was to explore the ways public schools in New Jersey communicate the Positive Behavioral Interventions and Supports (PBIS) practice to their staff and students. This document analysis reviewed the themes…
Descriptors: Elementary Schools, Positive Behavior Supports, Evidence Based Practice, Literature Reviews
India Hilliard – ProQuest LLC, 2024
The purpose of this qualitative case study was to explore African American students and school administrators' experiences with out-of-school suspension (OSS) and their perceptions of strategies to reduce suspensions. Researchers have identified research-based strategies to reduce OSS, including restorative practices and Positive Behavior…
Descriptors: High School Students, High Schools, Administrators, African American Students
Chung-Hau Fan; Chia-Lin Tsai; Yanchen Zhang; Nai-Jiin Yang – Journal of Applied School Psychology, 2024
The successful implementation of school-wide positive behavior support (SWPBS) relies greatly on staff's commitment and buy-in, as these factors directly impact the level of their involvement and engagement. As such, it is crucial to develop and use psychometrically sound tools to measure staff's supportive beliefs regarding SWPBS. In this study,…
Descriptors: School Personnel, Elementary Schools, Middle Schools, High Schools
Demos Michael; Militsa Nikiforou; Vicky Charalambous; Charalambos Vrasidas – Journal of Positive Behavior Interventions, 2024
The transfer and adoption of the school-wide positive behavior support (SWPBS) framework in different contexts worldwide is receiving increased interest. Identified challenges in implementing relevant systems and practices with fidelity at local schools can lead to adaptations improving the contextual fit of SWPBS, which eventually contributes to…
Descriptors: Foreign Countries, Positive Behavior Supports, Barriers, Elementary Schools
Lisa Fohlin; Mara Westling Allodi; Mina Sedem; Martin Karlberg – Scandinavian Journal of Educational Research, 2025
The Determinants of Implementation Behavior Questionnaire for school settings (DIBQ-S) was administered to examine questionnaire internal structure evidence and ascertain 127 Swedish school staff's perceived barriers to and facilitators of implementing the Inclusive Behavioral Support in Schools program. Using confirmatory factor analysis, we…
Descriptors: Behavior Modification, Inclusion, Teacher Attitudes, Barriers
Madeline Cordle – ProQuest LLC, 2023
Disruptive behaviors are some of the most difficult behaviors for teachers to address in schools. They can take multiple forms in the classroom, and can impact the student displaying them, as well the rest of the learning environment in terms of academic engagement. Disruptive behaviors are believed to be displayed by students for the purpose of…
Descriptors: Multi Tiered Systems of Support, Positive Behavior Supports, Student Behavior, Behavior Problems
Martinez, Rene; Wighting, Mervyn – Athens Journal of Education, 2023
The purpose of this study was to investigate how caring student-teacher relationships facilitate positive student behavior. Additionally, it examined the effect of student behavior when building positive student-teacher relationships. Previous research by the authors determined that when teachers build relationships with children it is one of the…
Descriptors: Teacher Student Relationship, Caring, Intervention, Positive Behavior Supports
Renee Speight; Nancy Welsh-Young – TEACHING Exceptional Children, 2023
It is important classroom teachers have efficient tools to support student demonstration of expected classroom behaviors as contextually inappropriate behavior can impede learning. This is of particular importance in secondary settings given overreliance on punitive strategies (e.g., suspension). Interdependent group contingencies have been shown…
Descriptors: Secondary School Students, Student Behavior, Behavior Problems, Classroom Techniques
Maria Jornevald; Lise Pettersson-Roll; Hanna Hau – Psychology in the Schools, 2024
The Good Behavior Game (GBG) is a classroom management strategy that consistently demonstrates its ability to promote positive behaviors and peer relations among students, with immediate and long-term benefits. This scoping review aimed to provide an overview of peer-reviewed research on the GBG specifically focused on students with special…
Descriptors: Educational Games, Student Behavior, Special Needs Students, Mainstreaming
Bruinsma, Eke; van den Hoofdakker, Barbara J.; Hoekstra, Pieter J.; de Kuijper, Gerda M.; de Bildt, Annelies A. – Journal of Applied Research in Intellectual Disabilities, 2024
Background: Effects of staff provided positive behaviour support (PBS) for individuals with intellectual disabilities are unclear. Method: Using a multicentre non-randomised cluster controlled design, 26 teams of residential group homes, including 245 staff members of 167 individuals with intellectual disabilities, were allocated to a PBS or…
Descriptors: Adults, Intellectual Disability, Positive Behavior Supports, Allied Health Personnel
Russell A. Fox; Umesh Sharma; Erin S. Leif – International Journal of Inclusive Education, 2024
A need for the successful and sustained implementation of positive and proactive approaches to behaviour support has been widely acknowledged in Australia. School-wide positive behavioural interventions and supports (SWPBIS) is one approach that has been increasingly adopted across Australia to meet the social and behavioural needs of all…
Descriptors: Foreign Countries, Elementary School Teachers, Secondary School Teachers, Evidence Based Practice
Margaret Adams Crewdson; Robert David Richardson; Kristen Fowler; Christopher H. Skinner; Shelby Wright; David Cihak – School Psychology Review, 2024
While social skills training allows students to acquire social skills, often it does not enhance their performance of those skills outside the social skills training context. A withdrawal design was used to determine if a modified Tootling intervention could enhance at-risk, first-grade students' performance of two recently trained social skills…
Descriptors: Elementary School Students, Community Schools, After School Programs, Positive Behavior Supports
Susan Goodall; Michelle Bellon; Alinka Fisher – Journal of Intellectual & Developmental Disability, 2024
Purpose: To examine current practices and recommendations regarding clinical supervision from the perspective of Positive Behaviour Support (PBS) practitioners in Australia. Methods: A qualitative study design consisting of semi-structured interviews with 14 PBS practitioners. Results: Positive supervision experiences revealed the importance of…
Descriptors: Foreign Countries, Supervision, Positive Behavior Supports, Interpersonal Relationship
Goodness Tshabalala; Mkhumbulo Ndlovu; Solomon Makola; Gawie Schlebusch – Issues in Educational Research, 2024
This research explored the experiences of primary school principals in Eswatini (formerly Swaziland) regarding the implementation of positive discipline in their schools. The primary focus of the study was to understand how principals experienced the process of implementing positive discipline. Data were collected from interviews with a…
Descriptors: Foreign Countries, Elementary Schools, Principals, Positive Behavior Supports