Abstract
Two pieces of federal legislation—the No Child Left Behind Act of 2001 (NCLB) and the Education Sciences Reform Act of 2002—put forth the idea that education should be an evidence-based field of practices for which verifiable information exists to support adoption and sustained use (cf. Fuchs & Deshler, 2007; Kratochwill &. Shernoff, 2004; Merrell & Buchanan, 2006; National Research Council, 2005). As a result, the search for and development and use of evidence-based practices has become the driving force in school improvement efforts across the country. Schoolwide positive behavior support (SW-PBS) is an evidence-based practice with broad applicability for improving academic and behavior outcomes in schools.
The purpose of this chapter is to present elements of SW-PBS that relate to academic achievement. We provide an overview of the key features of SW-PBS, including team and data-based decision making, implementation outcomes, and research addressing academic and behavior supports. We also summarize efforts to implement SW-PBS in a variety of educational settings and discuss implications of using SW-PBS to improve academic and behavior outcomes in schools.
Keywords
- Academic Achievement
- Positive Behavior
- Behavior Support
- Behavioral Expectation
- Positive Behavior Support
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Adelman, H. S., & Taylor, L. (1997). Toward a scale-up model for replicating new approaches to schooling. Journal of Educational and Psychological Consultation, 8, 197–230
Algozzine, B., Putnam, B., & Horner, R. (2007). Which came first? The achievement or the behavior problem? Charlotte, NC: University of North Carolina at Charlotte, Behavior and Reading Improvement Center
Algozzine, B., Ysseldyke, J. E., & Elliott, J. (2000). Strategies and tactics for effective instruction (2nd ed.). Longmont, CO: Sopris West
Bahr, M. W., & Kovaleski, J. F. (2006). The need for problem-solving teams: Introduction to the special issue. Remedial and Special Education, 27(1), 2–5
Bohanon, H., Fenning, P., Carney, K. L., Minnis-Kim, M. J., Anderson-Harriss, S., Moroz, K. B., et al. (2006). Schoolwide application of positive behavior support in an urban high school: A case study. Journal of Positive Behavior Interventions, 8, 131–145
Carr, E. G., Horner, R. H., Turnbull, A. P., Marquis, J. G., Magito McLaughlin, D., McAtee, M. L., et al. (1999). Positive behavior support for people with developmental disabilities: A research synthesis. Washington, DC: American Association on Mental Retardation
Carr, E. J., Taylor, J. C., & Robinson, S. (1991). The effects of severe behavior problems in children on the teaching behavior of adults. Journal of Applied Behavior Analysis, 24, 523–535
Chapman, D., & Hofweber, C. (2000). Effective behavior support in British Columbia. Journal of Positive Behavior Interventions, 2, 235–237
Clonan, S. M., McDougal, J. L., Clark, K., & Davison, S. (2007). Use of office discipline referrals in school-wide decision-making: A practical example. Psychology in the Schools, 44, 19–27
Cochrane, W. S., & Laux, J. M. (2007). Investigating school psychologist's perceptions of treatment integrity in school-based interventions for children with academic and behavior concerns. Preventing School Failure, 51, 29–34
Colvin, G. (1991). Procedures for establishing a proactive school-wide discipline plan. Eugene: University of Oregon, College of Education
Colvin, G., & Fernandez, E. (2000). Sustaining effective behavior support systems in an elementary school. Journal of Positive Behavior Interventions, 2, 251–253
Colvin, G., Kameenui, E.J., & Sugai, G. (1993). School-wide and classroom management: Reconceptualizing the integration and management of students with behavior problems in general education. Education and Treatment of Children, 16, 361–381
Colvin, G., Sugai, G., Good, R. H., & Lee, Y. (1997). Effect of active supervision and precorrection in transition behaviors of elementary students. School Psychology Quarterly, 12, 344–363
Colvin, G., Sugai, G., & Kameenui, E. (1994). Curriculum for establishing a proactive school-wide discipline plan. Project Prepare. Behavioral research and teaching. Eugene: University of Oregon, College of Education
Denny, R. K., Epstein, M., & Rose, E. (1992). Direct observation of adolescents with serious emotional disturbance and their nonhandicapped peers in mainstream vocational education classrooms. Behavioral Disorders, 18, 33–41
Dunlap, G., Newton, J. S., Fox, L., Benito, N., & Vaughn, B. (2001). Family involvement in functional assessment and positive behavior support. Focus on Autism and Other Developmental Disabilities, 16, 215–221
Ervin, A., Schaughency, E., Matthews, A., Goodman, S. D., McGlinchey, M. T., & Matthews, A. (2006). Merging research and practice agendas to address reading and behavior school-wide. School Psychology Review, 35, 198–223
Fogt, J. B., & Piripavel, C. M. D. (2002). Positive school-wide interventions for eliminating physical restraint and exclusion. Reclaiming Children and Youth, 10, 227–232
Fox, L., Dunlap, G., & Cushing, L. (2002). Early intervention, positive behavior support, and transition to school. Journal of Emotional and Behavioral Disorders, 10, 149–157
Fuchs, D., & Deshler, D. D. (2007). What we need to know about responsiveness to intervention (and shouldn't be afraid to ask). Learning Disabilities Research and Practice, 22, 129–136
Fuchs, D., & Fuchs, L. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41, 93–99
George, M. P. (2000). Establishing and promoting disciplinary practices at the building level that ensure safe, effective, and nurturing school environments. In L. M. Bullock & R. A. Gable (Eds.), Positive academic and behavioral supports: Creating safe, effective, and nurturing schools for all students (pp. 11–15). Reston, VA: Council for Exceptional Children
George, M. P., White, G. P., & Schlaffer, J. J. (2007). Implementing school-wide behavior change: Lessons from the field. Psychology in the Schools, 44, 41–51
Gersten, R., Chard, D., & Baker, S. (2000). Factors influencing sustained use of research-based instructional practices. Journal of Learning Disabilities, 33, 445–457
Gersten, R., Vaughn, S., Deshler, D., & Schiller, E. (1997). What we know about using research findings: Implications for improving special education practice. Journal of Learning Disabilities, 30, 466–476
Good, R. H., & Kaminski, R. A. (Eds.). (2002). Dynamic indicators of basic early literacy skills (6th ed.). Eugene, OR: Institute for the Development of Education Achievement. Available at http://dibels.uoregon.edu
Gottfredson, D. C., Gottfredson, G. D., & Hybl, L. G. (1993). Managing adolescent behavior: A multiyear, multischool study. American Educational Research Journal, 30, 179–215
Greenwood, C., & Delquardri, J. (1993). Current challenges to behavioral technology in the reform of schooling: Large-scale, high-quality implementation and sustained use of high quality instructional practices. Education and Treatment of Children, 16, 401–440
Gunter, P. L., Jack, S. L., DePaepe, P., Reed, T. M., & Harrison, J. (1994). Effects of challenging behaviors of students with EBD on teacher instructional behavior. Preventing School Failure, 38, 35–39
Hagan-Burke, S., Burke, M. D., Martin, E., Boon, R. T., Fore, C., III, & Kirkendoll, D. The internal consistency of the school-wide subscales of the Effective Behavioral Support Survey. Education and T reatment of Children, 28, 400–413
Handler, M. W., Rey, J., Connell, J., Their, K., Feinberg, A., & Putnam, R. (2007). Practical considerations in creating school-wide positive behavior support in public schools. Psychology in the Schools, 44, 29–39
Hawken, L. S., & Horner, R. H. (2003). Evaluation of a targeted group intervention within a school-wide system of behavior support. Journal of Behavioral Education, 12, 225–240
Horner, R. H., & Sugai, G. (2003). School-wide positive behavior support: An alternative approach to discipline in schools (pp. 359–390). In L. Bambara & L. Kern (Eds.), Positive behavior support. New York: Guilford Press
Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support: An alternative approach to discipline in the schools. In L. M. Bambara & L. Kern (Eds.), Individualized supports for students with problem behavior: Designing positive behavior plans (pp. 359–390). New York: Guilford
Horner, R., Sugai, G., & Vincent, C. (2005). School-wide positive behavior support: Investing in student success. Impact, 18(2), 4–5
Horner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L. K., Sugai, G., & Boland, J. B. (2004). The School-wide Evaluation Tool (SET): A research instrument for assessing school-wide positive behavior support. Journal of Positive Behavior Interventions, 6, 3–12
Illinois Technical Assistance Center (ISTAC). (2007). A blended response to intervention (RtI) model: Behavior and academics addressed through Illinois PBIUS and Illinois ASPIRE integration. Illinois PBIS Network Update, 11(2), 1, 6
Individuals With Disabilities Education Act. (1997) Amendments of 1997, 20 U.S.C.A § 1400 et. seq. (statute); CFR 300. (Regulations published in 1999)
Kartub, D. T., Taylor-Greene, S., March, R. E., & Horner, R. H. (2000). Reducing hallway noise: A systems approach. Journal of Positive Behavior Interventions, 2, 179–182
Kratochwill, T. R., & Shernoff, E. S. (2004). Evidence-based practice: Promoting evidence-based interventions in school psychology. School Psychology Review, 33(1), 34–48
Lassen, S. R., Steele, M. M., & Sailor, W. (2006). The relationship of school-wide positive behavior support to academic achievement in an urban middle school. Psychology in the Schools, 43, 701–712
Lewis, T. J., Colvin, G., & Sugai, G. (2000). The effects of pre-correction and active supervision on the recess behavior of elementary school students. Education and Treatment of Children, 23, 109–121
Lewis, T. J., & Garrison-Harrell, L. (1999). Effective behavior support: Designing setting specific interventions. Effective School Practices, 17, 38–46
Lewis, T. J., Powers, L. J., Kelk, M. J., & Newcomer, L. L. (2002). Reducing problem behaviors on the playground: An investigation of the application of schoolwide positive behavior supports. Psychology in the Schools, 39, 181–190
Lewis, T. J., & Sugai, G. (1999). Effective behavior support: A systems approach to proactive school management. Focus on Exceptional Children, 31(6), 24–47
Lewis, T. J., Sugai, G., & Colvin, G. (1998). Reducing problem behavior through a school-wide system of effective behavioral support: Investigation of a school-wide social skills training program and contextual interventions. School Psychology Review, 27, 446–459
Lohrmann-O'Rourke, S., Knoster, T., Sabatine, K., Smith, D., Horvath, B., & Llewellyn, G. (2000). School-wide application of PBS in the Bangor Area School District. Journal of Positive Behavior Interventions, 2, 238–240
Luiselli, J. K., Putnam, R. F., & Handler, M. W. (2001). Improving discipline practices in public schools: Description of a whole-school and district-wide model of behavior analysis consultation. The Behavior Analyst Today, 2, 18–27
Luiselli, J. K., Putnam, R. F., Handler, M. W., & Feinberg, A. B. (2005). Whole-school positive behaviour support: Effects on student discipline problems and academic performance. Educational Psychology, 25, 183–198
Luiselli, J. K., Putnam, R. F., Handler, M. W., & Feinberg, A. B. (2005). Whole-school positive behaviour support: Effects on student discipline problems and academic performance. Educational Psychology, 25, 183–198
Luiselli, J. K., Putnam, R. F., & Sunderland, M. (2002). Longitudinal evaluation of behavior support intervention in a public middle school. Journal of Positive Behavior Interventions, 4, 182–188
Manguin, E., & Loeber, R. (1996). Academic performance and delinquency. In M. Tonry (Ed.), Crime and justice: A review of research (Vol. 20, pp. 145–264). Chicago: University of Chicago Press
March, R. E., & Horner, R. H. (2002). Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional and Behavioral Disorders, 10, 158–170
Marquis, J. G., Horner, R. H., Carr, E. G., Turnbull, A. P., Thompson, M., Behrens, G. A., et al. (2000). A meta-analysis of positive behavior support. In R. Gersten, E. P. Schiller, & S. Vaughn (Eds.), Contemporary special education research: Syntheses of knowledge base on critical instructional issues (pp. 137–178). Mahwah, NJ: Erlbaum
McCurdy, B. L., Kunsch, C., & Reibstein, S. (2007). Secondary prevention in the urban school: Implementing the Behavior Education Program. Preventing School Failure, 51(3), 12–19
McCurdy, B. L., Mannella, M. C., & Eldridge, N. (2003). Positive behavior support in urban schools: Can we prevent the escalation of antisocial behavior? Journal of Positive Behavior Interventions, 5, 158–170
McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavior Interventions, 8, 146–154
McIntosh, K., Horner, R. H., Chard, D. J., Boland, J. B., & Good, R. H. (2006). The use of reading and behavior screening measures to predict non-response to school-wide positive behavior support: A longitudinal analysis. School Psychology Review, 35, 275–291
Merrell, K. W., & Buchanan, R. (2006). Intervention selection in school-based practice: Using public- health models to enhance systems capacity of schools. School Psychology Review, 35, 167–180
Metzler, S. W., Biglan, A., Rusby, J. C., & Sprague, J. R. (2001). Evaluation of a comprehensive behavior management program to improve school-wide positive behavior support. Education and Treatment of Children, 24, 448–479
Miller, D. N., George, M. P., & Fogt, J. B. (2005). Establishing and sustaining research-based practices at Centennial School: A descriptive case study of systemic change. Psychology in the Schools, 42
Morrison, G. M., & D & Incau, B. (1997). The web of zero-tolerance: Characteristics of students who are recommended for expulsion from school. Education and T reatment of Children, 20, 316–335
Nakasato, J. (2000). Data-based decision making kin Hawaii's behavior support effort. Journal of Positive Behavior Interventions, 2, 247–251
National Research Council. (2005). Advancing scientific research in education. Washington, DC: National Academies Press
Nelson, J. R. (1996). Designing schools to meet the needs of students who exhibit disruptive behavior. Journal of Emotional and Behavioral Disorders, 4, 147–161
Nelson, J. R., Benner, G., Reid, R., Epstein, M. H., & Currin, D. (2002). The convergent validity of office discipline referrals with the TRF. Journal of Emotional and Behavioral Disorders, 10, 181–189
Nelson, J. R., Colvin, G., & Smith, D. J. (1996). The effects of setting clear standards on students' social behavior in common areas of the school. The Journal of At-Risk Issues, 2, 10–19
Nelson, J. R., Martella, R C., & Marchand-Martella, N. E. (2002). Maximizing student learning: The effects of a comprehensive school-based program for preventing disruptive behaviors. Journal of Emotional and Behavioral Disorders, 10, 136–148
Nersesian, M., Todd, A. W., Lehmann, J., & Watson, J. (2000). School-wide behavior support through district-level system change. Journal of Positive Behavior Interventions, 2, 244–247
No Child Left Behind Act of 2001. (2002). Pub. L. 107-110, 115 Stat. 1425
Office of the Superintendent of Public Instruction (OSPI). (2007). Nine characteristics of high-performing schools: A research-based resource for schools and districts to assist with improving student learning. Olympia, WA: Author. Retrieved August 18, 2007, from http://www.k12.wa.us/research/default.aspx
OSEP Center on Positive Behavioral Interventions and Supports. (2005). School-wide positive behavior support: Implementers' blueprint and self-assessment. Eugene, OR: Author
Patterson, G. R. (1976). The aggressive child: Victim and architect of a coercive system. In E. J. Mash, L. A. Hamerlynck, & L. C. Handy (Eds.), Behavior modification and families (pp. 267–316). New York: Brunner/Mazel
Sadler, C. (2000). Effective behavior support implementation at the district level: Tigard-Tualatin school district. Journal of Positive Behavior Interventions, 2, 241–243
Safran, S. (2006). Using the Effective Behavior Supports Survey to guide development of schoolwide positive behavior support. Journal of Positive Behavior Interventions, 8, 3–9
Salvia, J., & Ysseldyke, J. E. (2006). Assessment. Boston: Houghton-Mifflin
Scott, T. (2001). A schoolwide example of positive behavioral support. Journal of Positive Behavior Interventions, 3, 88–94
Scott, T. M., Nelson, C. M., & Liaupsin, C. J. (2001). Effective instruction: The forgotten component in preventing school violence. Education and T reatment of Children, 24, 309–322
Seligman, M. E. (1975). Helplessness: On depression, development, and death. San Francisco: Freeman
Shannon, G. S., & Bylsma, P. (2007). The nine characteristics of high-performing schools: A research-based resource for schools and districts to assist with improving student learning (2nd ed.). Olympia, WA: Office of the Superintendent of Public Instruction
Shapiro, E. S. (2006). Are we solving the big problems? School Psychology Review, 35, 260–265
Shores, R. E., Jack, S. L., Gunter, P. L., Ellis, D. N., DeBriere, T. J., & Wehby, J. H. (1994). Classroom interactions of children with behavior disorders. Journal of Emotional and Behavioral Disorders, 1, 27–39
Simmons, D. C., Kame'enui, E. J., Good, R. H., Harn, B. A., Cole, C., & Braun, D. (2002). Building, implementing, and sustaining a beginning reading model: Lessons learned school by school. In M. R. Shinn, H. M. Walker, & G. Stoner (Eds.), Interventions for academic and behavioral problems II: Preventive and remedial approaches (pp. 537–570). Bethesda, MD: National Association of School Psychologists
Skiba, R. J., Peterson, R. L., & Williams, T. (1997). Office referrals and suspensions: Disciplinary intervention in middle schools. Education and Treatment of Children, 20, 295–315
Sprague, J., Walker, H., Golly, A., White, K., Myers, D. R., & Shannon, T. (2001). Translating research into effective practice: The effects of a universal staff and student intervention on indicators of discipline and school safety. Education and T reatment of Children, 24, 495–511
Sugai, G., & Horner, R. H. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School Psychology Review, 35, 245–259
Sugai, G., Sprague, J. R., Horner, R. H., & Walker, H. M. (2000a). Preventing school violence: The use of office discipline referrals to assess and monitor school-wide discipline interventions. Journal of Emotional and Behavioral Disorders, 8, 94–101
Sutherland, K. S., & Singh, N. N. (2004). Learned helplessness and students with emotional and behavioral disorders: Deprivation in the classroom. Behavioral Disorders, 29, 169–181
Taylor-Greene, S. D., Nelson, L., Longton, J., Gassman, T., Cohen, J., Swartz, J., et al. (1997)
Taylor-Greene, S. J., & Kartub, D. T. (2000). Durable implementation of school-wide behavior support: The high five program. Journal of Positive Behavior Interventions, 2, 233–235
Todd, A., Haugen, L., Anderson, K., & Spriggs, M. (2002). Teaching recess: Low-cost efforts producing effective results. Journal of Positive Behavior Interventions, 4, 46–52
Todd, A. W., Horner, R. H., Sugai, G., & Sprague, J. R. (1999). Effective behavior support: Strengthening school-wide systems through a team-based approach. Effective School Practices, 17(4), 23–27
Torgesen, J. (2004, Fall). Preventing reading failure—and its devastating downward spiral. American Educator. Retrieved December 25, 2006, from http://www.aft.org/ pubs-reports/american_educator/issues/fall04/reading.htm
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. Exceptional Children, 68, 377–402
Walker, H. M., Ramsey, E., & Gresham, F. M. (2004). Antisocial behavior in schools: Evidence-based practices. Belmont, CA: Wadsworth/Thompson Learning
Warren, J. S., Bohanon-Edmonson, H. M., Turnbull, A. P., Sailor, W., Wickham, D., Griggs, P., et al. (2006). School-wide positive behavior support: Addressing behavior problems that impede student learning. Educational Psychology Review, 18, 187–198
Warren, J. S., Edmonson, H. M., Griggs, P., Lassen, S., McCart, A., Turnbull, A., et al. (2003). Urban applications of school-wide positive behavior support: Critical issues and lessons learned. Journal of Positive Behavior Interventions, 5, 80–91
Warren, J. S., Edmonson, H. M., Sailor, W., Turnbull, A., Wickham, D., Griggs, P., et al. (2000, August). Positive behavioral supports: Implementation and evaluation of a school-wide behavioral intervention. Paper presented at the annual convention of the American Psychological Association, Washington, DC
Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, NJ: General Learning Press
Wright, J. A., & Dusek, J. B. (1998). Research into practice: Compiling school base rates for disruptive behaviors form student disciplinary referral data. School Psychology Review, 27, 138–147
Ysseldyke, J. E., & Algozzine, B. (2006). A practical approach to special education for every teacher. Thousand Oaks, CA: Corwin
Ysseldyke, J. E., Algozzine, B., & Thurlow, M. L. (2000). Critical issues in special education (3rd ed.). Boston: Houghton-Mifflin
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer Science + Business Media B.V
About this chapter
Cite this chapter
Algozzine, B., Algozzine, K. (2009). Facilitating Academic Achievement Through Schoolwide Positive behavior Support. In: Sailor, W., Dunlap, G., Sugai, G., Horner, R. (eds) Handbook of Positive Behavior Support. Issues in Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09632-2_22
Download citation
DOI: https://doi.org/10.1007/978-0-387-09632-2_22
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-09631-5
Online ISBN: 978-0-387-09632-2
eBook Packages: Behavioral ScienceBehavioral Science and Psychology (R0)