Hank Bohanon

Schoolwide Application of Positive Behavior Support in an Urban High School: A Case Study

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.

Utilizing Positive Behavior Supports in High School Settings to Improve School Completion Rates for Students with High Incidence Conditions.

The integration of primary, secondary, and tertiary interventions through positive behavior supports (PBS) can provide benefit for students, staff, and families (Bohanon et al., 2006; Turnbull et al., 2002). However, there is limited application of PBS to high schools settings (Sugai, Flannery, & Bohanon, 2004). However, preliminary data is promising (Bohanon et al., 2006) and this article describes the benefits of providing PBS in high school settings for all students, including those with high-incidence disabilities. The authors focus on school-wide supports associated with creating an environment that improves the general school expectations and positive interactions between students and teachers. Specifically, this article will focus on how implementation of PBS may be related to improvement in student behavior, school climate, and subsequently improved rates of school completion. A successful completion of school enhances the likelihood that students will have improved post-secondary outcomes.

A Case Example of the Implementation of Schoolwide Positive Behavior Support in a High School Setting Using Change Point Test Analysis

The purpose of this case study was to expand the literature base regarding the application of high school schoolwide positive behavior support in an urban setting for practitioners and policymakers to address behavior issues. In addition, the study describes the use of the Change Point Test as a method for analyzing time series data that are dependent in nature. The authors used an existing case study example to guide the implementation of the intervention. The overall implementation of positive behavior support reached full fidelity during the final year. Focused professional development may have been related to changes in statistically significant office discipline referral trends. Implications for practice, future research, and policies are addressed.

Positive Behavior Support: Teaching and Acknowledging Expected Behaviors in an Urban High School.

Schools are changing rapidly, and the pressure is on to find ways to effectively support the growing diversity of student needs found in general education reactive approaches to discipline are repeatedly failing to improve the behaviors of many students, including students from diverse populations and with exceptionalities (Sinclair, Christen-son, & Thurlow, 2005; Sutherland & Wehby, 2001). Reactionary discipline approaches, particularly suspension and expulsion, result in removal of students most in need of instructional minutes, especially children of minority backgrounds and those with academic problems (Skiba & Rausch, 2006). Urban high schools, which serve students of diverse backgrounds, are in dire need of proactive approaches to discipline that will support student behavior rather than remove them through exclusionary discipline practices. Positive behavior support (PBS) is one such model that is gaining empirical evidence of success as a method for addressing schoolwide behavioral issues, classroom management, and individual support systems for students with and without special needs Teaching and acknowledging appropriate behaviors on a prevention-oriented basis, rather than reacting through suspension once a problem occurs, may be the first step in turning the tide toward safer schools designed for keeping students in school and experiencing success. The Individuals With Disabilities Education Improvement Act (IDEA 2004) mandates that students with special needs have access to the general education curriculum in the least restrictive environment possible (U.S. Department of Education, 2006). Although research indicates that the general education environment leads to better educational outcomes for students with special needs and is not detrimental to students without special needs (Idol, 2006), it does pose new challenges for teachers. Students with disabilities are more likely to have behavioral difficulties , have trouble engaging in school, and move along the continuum from attendance problems to dropping out of school (Sinclair et al., 2005; Sutherland & Wehby, 2001). Often teachers without special education training are now responsible for students with these increased academic, social, emotional, and behavioral needs, and many of them feel anxious about this prospect. Staff members in inclusive general educational environments need more comprehensive techniques for behavior management as their school populations change. Thus far, many schools have addressed concerns about handling discipline by creating increasingly punitive reactionary policies. These policies have led to numerous incidents involving seemingly trivial behaviors, such as sharing over-the-counter pain medication or holding up a paper gun, resulting in suspension or Teaching and acknowledging appropriate behaviors on a prevention-oriented basis, …

A Descriptive Study of Office Disciplinary Referrals in High Schools

The purpose of this paper is to share descriptive data about Office Discipline Referrals (ODRs) in a sample of 112 high schools that used the School-wide Information System (SWIS) database to collect discipline data during the 2005-2006 academic year. The findings were that tardies, defiance/disrespect and skip/truancy were the most common types of ODRs generated at the high school level. Those in the freshman class were the most likely of all students to receive an ODR, and the majority of those students who generated multiple referrals requiring intensive behavior supports (e.g., 6 or more ODRs), did so by mid-winter of the academic year.

Can Prevention Programs Work Together? An Example of School-based Mental Health with Prevention Initiatives

Personnel addressing mental health in schools are required to provide supports in settings that have decreasing resources and multiple initiatives. While competing initiatives in schools can pose problems, integration of prevention systems and data may lead to more efficient supports and effective outcomes. Mental health service providers must consider how integration of schoolwide initiatives such as positive behavior interventions and supports (PBIS), response to intervention (RTI), and social and emotional learning (SEL) can improve their work. This article provides an example showing varying levels of integration of schoolwide models in one state. It will include the level of integration of schoolwide supports with school-based mental health (SBMH), the relationship between integration of schoolwide practices and reported implementation, and the relationship between schoolwide practices and outcome data related to SBMH. Suggestions for integrating models effectively and using data to improve collaboration will be provided.

Finding a direction for High School Positive Behavior Support

The purpose of this chapter is to discuss the similarities and differences between high school applications of positive behavior support (PBS) and primary school settings. An increased focus on the organizational impact of size and departmental structure is discussed. Connections between academic, behavioral, social, and academic supports are highlighted.

Developing Buy-In for Positive Behavior Support in Secondary Settings.

On the basis of the implementation of Schoolwide Positive Behavior Supports in high schools, the present study examined the effect of supporting buy-in through conducting needs assessments and focused professional development for high school staff when implementing Schoolwide Positive Behavior Supports. The effectiveness of the 2 additional items was investigated using 2 treatment schools and 2 comparison schools. The hypothesis was that schools with enhanced support would implement Schoolwide Positive Behavior Supports better and student office discipline referrals would drop as a result of the better implementation. Overall, the results showed the treatment schools improved in fidelity and demonstrated significant improvement in numbers of office discipline referrals. In contrast, both comparison schools decreased in fidelity, and none demonstrated significant changes in office discipline referrals. Suggestions for practice and future research are provided.

Embedding Self-Determination and Futures Planning within a Schoolwide Framework.

This article illustrates the infusion of self-determination approaches (e.g., futures planning) within a schoolwide context. Unfortunately, some students are not explicitly instructed by school staff to address their plans for the future. This may be a result of school professionals’ feelings of inadequacy to address skill sets outside of their specialization (e.g., content area, special education). By connecting self-determination practices with schoolwide initiatives (e.g., schoolwide positive behavior support, Common Core State Standards), educators in particular may be more willing to address these skills in their settings. This article provides an example of these types of connections with an actual case study of one student within an urban high school.

Changes in Adult Behavior to Decrease Disruption from Students in Nonclassroom Settings.

Decreasing classroom disruptions that result from hallway-related behavior in high school settings can be very challenging for high school staff. This article presents a case example of preventing problem behavior related to hallway settings in a high school with over 1,200 students. The interventions are described, and the results of the plan are included.