| Title: |
Impact of School-Wide Positive Behavior Supports on Student Behavior in the Middle Grades |
| Language: |
English |
| Authors: |
Nocera, Edmund J.; Whitbread, Kathleen M.; Nocera, Gene P. |
| Source: |
RMLE Online: Research in Middle Level Education. 2014 37(8). |
| Availability: |
Association for Middle Level Education. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@amle.org; Web site: http://www.amle.org/ |
| Peer Reviewed: |
Y |
| Page Count: |
14 |
| Publication Date: |
2014 |
| Document Type: |
Journal Articles; Reports - Research; Tests/Questionnaires |
| Education Level: |
Middle Schools; Secondary Education; Junior High Schools; Grade 7; Grade 8 |
| Descriptors: |
Behavior Modification; Student Behavior; Behavior Problems; Middle Schools; Prevention; Intervention; Discipline Problems; Referral; Suspension; Program Effectiveness; Disabilities; Educational Environment; Surveys; Resilience (Psychology); Feedback (Response); Student Characteristics; Standards; Faculty Development; Qualitative Research; Interviews; Statistical Analysis |
| Geographic Terms: |
Connecticut |
| ISSN: |
1940-4476 |
| Abstract: |
Research shows that school-wide positive behavior supports (SWPBS) can be an effective alternative to traditional reactive, punitive approaches to problem behavior. However, few studies examine the use of the approach as part of a comprehensive school improvement process involving academic as well as behavioral goals, particularly with regard to use of data-driven decision making and data teams. This article describes the efforts of a low-performing middle school in establishing preventative measures and interventions within such a framework. Results indicate a reduction in teacher discipline referrals and student suspensions, including those involving students with disabilities and statistically significant improvement on 30 of 47 items of a school climate and student resiliency survey. In addition, school scores on state mastery tests in both reading and math improved by 25% and 11%, respectively. This study suggests that the implementation of a SWPBS framework may result in improved academic and behavioral outcomes for all students. |
| Abstractor: |
As Provided |
| Number of References: |
39 |
| Entry Date: |
2014 |
| Accession Number: |
EJ1032366 |
| Database: |
ERIC |