Using Staff and Student Time Engaged in Disciplinary Procedures to Evaluate the Impact of School-Wide PBS

By Terrance M. Scott, Susan B. Barrett. 2004

263 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, General Health Professions

View Paper: https://www.semanticscholar.org/paper/5e4dc92789521d9ecc8cc99578c425beaa026636

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In Cognitive Neuroscience

In Developmental and Educational Psychology

In General Health Professions

Citations in the corpus

Whole‐school positive behaviour support: effects on student discipline problems and academic performance (2005, background): “These monetary advantages include reduced administrative time devoted to disciplinary incidents (Scott & Barrett, 2004) and fewer out-of-district (private) educational placements for high-risk students (Putnam, Luiselli, Sennett, & Malonson, 2002).”
Schoolwide Positive Behavior Supports (2008, background): “For example, Scott and Barrett (2004) conducted cost–benefit analyses for schools implementing SWPBS; that is, they identified the amount of time saved by school staff and students who were no longer assigning and receiving, respectively, large numbers of office discipline referrals.”
Reductions in Long-Term Suspensions Following Adoption of the Virginia Student Threat Assessment Guidelines (2011, background): “Scott and Barrett (2004) found that students lose an average of 6 hours of instructional time for each day suspended.”
Safety Without Suspensions (2008, background): “In addition, school staff members report greater satisfaction with work and increased time for teaching (Scott & Barrett, 2004).”
Effects of School-Wide Positive Behavioral Interventions and Supports on Internalizing Problems (2014, background): “SWPBIS implementation is associated with reductions in the amount of time students are removed from instruction due to ODRs and suspensions (Scott & Barrett, 2004).”
Multilevel Exploration of Factors Contributing to the Overrepresentation of Black Students in Office Disciplinary Referrals (2010, background): “Regardless of the validity of ODRs, they are a significant concern because they are indicators of missed class time for the student (estimated to be between 20 and 40 min; Scott & Barrett, 2004), which in itself may portend poor educational outcomes for the student.”
The Relationship Between Implementation of School-Wide Positive Behavior Support (SWPBS) and Disciplinary Exclusion of Students From Various Ethnic Backgrounds With and Without Disabilities (2011, unknown): “…et al., 2000; Luiselli, Putnam, & Sunderland, 2002; Muscott, Mann, & LeBrun, 2008; Nakasato, 2000; Sadler, 2000; Sadler & Sugai, 2009; Scott & Barrett, 2004; Taylor-Greene et al., 1997; Taylor-Greene & Kartub, 2000) and increases in academic achievement (Ervin, Schaughency, Goodman,…”
A Look at Current Validity Issues of School-Wide Behavior Support (2004, background): “There are numerous exemplary publications that detail the formation of productive partnerships among school professionals and researchers to develop school-wide support programs that are responsive to the unique resources and needs of schools (Scott & Barrett, 2004; Taylor-Greene et al., 1997).”
Understanding School Personnel's Resistance to Adopting Schoolwide Positive Behavior Support at a Universal Level of Intervention (2008, background): “This research is encouraging because students may benefit from increases in instructional time as a result of decreases in discipline problems (Scott & Barrett, 2004).”