A Blueprint for Schoolwide Positive Behavior Support: Implementation of Three Components

By A. Turnbull, H. Edmonson, P. Griggs, D. Wickham, W. Sailor, R. Freeman, D. Guess, Stephen R. Lassen, A. Mccart, Jiyeon Park and 3 more. 2002

201 citations recorded by the source corpus.

This article provides a case study (focus on an eighth-grader with autism) within a case study (focus on an urban middle school) in terms of the implementation of positive behavior support (PBS). Information is provided on the characteristics of three key components of schoolwide PBS-universal support, group support, and individual support. For each component, information is presented on policy, assessment, and intervention in terms of an evolving approach to schoolwide PBS with descriptions of how the components were implemented at the middle school with a particular emphasis on the eighth-grade student. The authors conclude with implications for practice in terms of assessing current resources, providing professional development, and intensifying universal support within urban schools to address some of the complex issues associated with poverty.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/5b86970e8f2de9de040fe275e7e353ae80699cdd

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. K. McIntosh
2. G. Sugai
3. L. Fox
4. M. Hemmeter
5. Joanna L. Bennett
6. Kathy Price
7. Brandi Simonsen
8. K. Young

In Cognitive Neuroscience

1. K. McIntosh
2. G. Sugai
3. Brandi Simonsen
4. P. Fenning
5. J. Rose
6. Joanna L. Bennett
7. Kathy Price
8. L. Fox

In Developmental and Educational Psychology

1. K. McIntosh
2. G. Sugai
3. Brandi Simonsen
4. L. Fox
5. Joanna L. Bennett
6. M. Hemmeter
7. Kathy Price
8. R. Horner

Citations in the corpus

• The Effects of School-wide Positive Behavior Support on Middle School Climate and Student Outcomes (2011, background): “Teachers and administrators have reported that positive changes in their schools include improved student-teacher relationships (Turnbull et al., 2002; Warren et al., 2006).”
• Evaluation of Social and Academic Effects of School-wide Positive Behaviour Support in a Canadian School District (2011, methodology): “As a result, SWPBS is used to support behaviour and learning at the whole-school level and provide increasing levels of support (small group and individual) for students with more intensive needs (Turnbull et al., 2002).”
• Positive Behavior Support in Urban Schools (2003, background): “With some notable exceptions (Scott, 2001; Turnbull et al., 2002), relatively few applications have been reported in the research literature specifically addressing the needs of schools in larger urban areas where there is a greater ethnic and cultural mix of students, more students from…”
• Positive Behavior Supports: Can Schools Reshape Disciplinary Practices? (2003, background): “Ironically, these punitive and reactive disciplinary measures may actually heighten the incidence and severity of the behaviors they are designed to reduce (Lewis & Garrison-Harrell, 1999; Turnbull et al., 2002).”
• The relationship of school-wide Positive Behavior Support to academic achievement in an urban middle school (2006, background): “It has been suggested by urban school researchers that, due to increased behavior problems in inner-city schools located in high-poverty areas, it may take longer to effectively implement PBS on a school-wide basis (Turnbull et al., 2002).”
• Overrepresentation of African American Students in Exclusionary Discipline The Role of School Policy (2007, background): “…drive decisions about needed supports at the schoolwide, group, and individual student levels (Crone, Horner, & Hawken, 2004; Sugai & Horner, 2002; Turnbull et al., 2002) and consistent with IDEIA (2004) regulations for considering PBS for all students, not necessarily those in special education.”
• Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention (2006, result): “…of school-wide PBS has resulted in decreases in problem behavior as well as in-school and out-of-school suspensions; this research has also resulted in increases in instructional time (Horner et al., 2005; Lewis, Sugai, & Colvin, 1998; Nelson et al., 2002; Scott, 2001; Turnbull et al., 2002).”
• Schoolwide Positive Behavior Supports (2008, background): “…individual research studies demonstrate that implementation of primary tier interventions is associated with increases in consistency among staff, increases in positive interactions, and decreases in office discipline referrals (Netzel & Eber, 2003; Safran & Oswald, 2003; Turnbull et al., 2002).”