Schoolwide Positive Behavior Supports: Primary Systems and Practices

Autor/inn/en	Simonsen, Brandi; Sugai, George; Negron, Madeline
Titel	Schoolwide Positive Behavior Supports: Primary Systems and Practices
Quelle	In: TEACHING Exceptional Children, 40 (2008) 6, S.32-40 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Behavior Problems; Student Behavior; Intervention; Discipline; Social Behavior; Academic Failure; School Personnel; Behavior Modification; Educational Environment; Program Effectiveness; Social Development; Antisocial Behavior; Academic Achievement; At Risk Students; Middle Schools; Urban Schools; Data Collection + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Disziplin; Social behaviour; Soziales Verhalten; Schulpersonal; Behaviour modification; Verhaltensänderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Entwicklung; Schulleistung; Middle school; Mittelschule; Mittelstufenschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Data capture; Datensammlung
Abstract	Many school personnel are becoming increasingly frustrated with the impact of student behavior on their schools. More than ever, the public perception is that student behavior is out of control. Although isolated instances of violence (e.g., school shootings) contribute to this perception, people are most concerned with the lack of discipline and control in schools. As a result, schools establish policies that try to increase discipline and control, often by adopting "get tough" practices. Schoolwide positive behavior supports (SWPBS) is a proactive, systems-level approach that enables schools to effectively and efficiently support student (and staff) behavior. SWPBS specifically asks schools to select outcomes, data, practices, and systems--the four critical elements--that are contextually appropriate and meaningful for the school. When schools implement SWPBS, they typically experience decreases in inappropriate behaviors (as measured by decreases in discipline referrals, suspensions, and expulsions). In addition, schools that implement SWPBS often find that students' academic performance improves, as teachers are able to return to teaching academics after stabilizing the social behavior. Unlike typical school practices, which often wait for a student to fail before providing support, SWPBS employs a three-tier approach to behavior support to: (a) proactively address the social behavior needs of all students; and (b) prevent social and academic failure. The primary tier is designed to support all students and staff across all settings in the school. The secondary tier is designed to support a targeted group of students who have not responded to primary tier interventions, but whose behaviors do not pose a serious risk to themselves or others. Tertiary tier interventions are designed to support individual students: (a) who require additional support to benefit from secondary or primary tier intervention (i.e., students who have not responded to secondary tier intervention); or (b) whose behaviors are serious enough to require more immediate and intensive support (i.e., students whose behaviors pose a risk and who are not appropriate for secondary tier intervention). In this article, the authors focus on schoolwide implementation of the primary tier intervention. Specifically, they: (a) briefly review the supporting literature; (b) describe the key implementation features; and (c) share an example of how one urban middle school implemented primary tier interventions in SWPBS. (Contains 5 figures.) (ERIC).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10