Schoolwide Application of Positive Behavior Support in an Urban High School

By Hank S. Bohanon, P. Fenning, Kelly L. Carney, Myoung Jinnie Minnis-Kim, Sarah Anderson-Harriss, Kristyn B. Moroz, Kira J. Hicks, Beverly B. Kasper, Carrie Culos, W. Sailor and 1 more. 2006

221 citations recorded by the source corpus.

The nuances of the application of schoolwide positive behavior supports (PBS) in an urban high school setting were investigated. Impact of implementation was measured using qualitative interviews and observations, including the School-wide Evaluation Tool (SET), Effective Behavior Support Survey, Student Climate Survey, and office disciplinary referrals. The results indicated that schoolwide PBS was implemented in an urban high school setting with some success. The overall level of implementation of PBS reached 80% as measured by the SET. Staff and teachers increased their level of perceived priority for implementing PBS in their school. A decrease in monthly discipline referrals to the office and the proportion of students who required secondary and tertiary supports was noted. These findings seem to indicate that PBS may be an important process for improving outcomes for teachers and students in urban high school settings.

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

View Paper: https://www.semanticscholar.org/paper/d7baa94ecb2045f9a4ca396e4e82f6dc4a3e3be9

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Citations in the corpus

Relationships Between Academics and Problem Behavior in the Transition from Middle School to High School (2008, background): “…effects in middle schools (Colvin, Kame’enui, & Sugai, 1993; Lassen et al., 2006; Metzler, Biglan, Rusby, & Sprague, 2001; Taylor-Greene et al., 1997) as well as an emerging case study research base in high schools (Bohanon et al., 2006; Bohanon-Edmonson, Flannery, Eber, & Sugai, 2004).”
The Effects of School-wide Positive Behavior Support on Middle School Climate and Student Outcomes (2011, background): “Additional studies have established that SWPBS implementation in secondary schools can be effective in reducing ODRs and suspensions (Bohanon et al., 2006; Lassen, Steele, & Sailor, 2006; Mass-Galloway, Panyan, Smith, & Wessendorf, 2008; Medley et al., 2008).”
School-Wide Positive Behavior Support in High School (2009, background): “To date, only a few case studies describing SWPBS in high schools have appeared in the literature (Bohanon et al., 2006), and SWPBS has yet to be evaluated systematically in high schools.”
Supporting Independence in Adolescents on the Autism Spectrum (2014, methodology): “Furthermore, there have been some case studies examining the feasibility of implementing SWPBS in high schools (Bohanon et al., 2006; Scott, Hirn, & Barber, 2012), but more empirical studies specific to this context are needed.”
Relationship Between School-Wide Positive Behavior Interventions and Supports and Academic, Attendance, and Behavior Outcomes in High Schools (2016, background): “Currently, research that explores outcomes of the implementation of the SWPBIS framework in high schools is limited to non-experimental descriptive studies or studies that include small numbers of high schools (Bohanon et al., 2006; Bohanon et al., 2012; Bohanon-Edmonson et al., 2004).”
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, methodology): “Although SWPBS implementation has been associated with overall reductions in ODR (Barrett, Bradshaw, & Vincent and Tobin 219 Lewis-Palmer, 2008; Bohanon et al., 2006; Colvin & Fernandez, 2000; Galloway, Panyan, Smith, & Wessendorf, 2008; Lohrman-O’Rourke et al., 2000; Luiselli, Putnam, &…”
You Can’t Fix What You Don’t Look At (2017, unknown): “For example, the approach of Positive Behavioral Interventions and Supports (PBIS) has been found to be successful in general in reducing office disciplinary referrals (Bohanon et al., 2006), decreasing rates of school suspension (Horner et al.”
Embedding Interventions to Promote Self-Determination within Multitiered Systems of Supports (2016, background): “Tiered systems of positive behavior interventions and supports (PBIS) (Sugai & Horner, 2010) involves the application of PBIS to all students in a school to proactively prevent inappropriate and reinforce appropriate behavior.”
Education not Incarceration: A Conceptual Model for Reducing Racial and Ethnic Disproportionality in School Discipline (2014, background): “In descriptive case studies, SWPBIS is associated with reduced overall rates of ODRs and suspensions in schools in which the vast majority of students were non-White.(61,62) Other descriptive studies have shown larger proportional reductions in suspensions for African American than White students.”
Relationships among school climate domains and school satisfaction (2011, background): “, Diener & Suh, 1997). To the extent that this conclusion is accurate, a complete understanding of the school context of children and youth will require multiple indicators drawn from both traditions. For example, Fattore, Mason, and Watson (2007) argue for the importance of contextual factors in th”
Adolescent Trust in Teachers: Implications for Behavior in the High School Classroom (2008, background): “…to reduce office referrals in elementary schools (e.g., Lewis, Sugai, & Colvin, 1998) and has shown some initial promise in an urban high school (Bohanon et al., 2006), rigorous research comparing the developmental appropriateness of the approach for young children versus adolescents has not…”
Authoritative school discipline: High school practices associated with lower bullying and victimization. (2010, background): “Reforms in discipline policies range from the systematic reinforcement of positive behavior (Bohanon et al., 2006) to automatic expulsion for an ever-widening list of offenses (American Psychological Association Zero Tolerance Task Force, 2006).”
Handbook of Classroom Management (2014, unknown): “…impact on overall rates of problem behavior from preschool to high school, including alternative settings (Barrett, Bradshaw, & Lewis-Palmer, 2008; Bohanon et al., 2006; Chapman & Hofweber, 2000; Curtis, Van Horne, Robertson, & Karvonen, 2010; Duda, Dunlap, Fox, Lentini, & Clarke, 2004; Farkas,…”