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Mike Bonacci Oakland University James Ekdahl EdS Program Tina Frazier Spring Semester 2006

An Examination of the Effectiveness of Positive Behavior Support at Clinton Valley Elementary School. Mike Bonacci Oakland University James Ekdahl EdS Program Tina Frazier Spring Semester 2006 Inge Harris Mary Beth Kaiser Terry Martin Chris May Derrek Ross. Research Question .

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Mike Bonacci Oakland University James Ekdahl EdS Program Tina Frazier Spring Semester 2006

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  1. An Examination of the Effectiveness of Positive Behavior Support at Clinton Valley Elementary School Mike Bonacci Oakland University James Ekdahl EdS Program Tina Frazier Spring Semester 2006 Inge Harris Mary Beth Kaiser Terry Martin Chris May Derrek Ross

  2. Research Question • What affect does PBS have upon the behavior of the students at Clinton Valley Elementary School?

  3. Positive Behavior Support • What is it? • PBS Definition: A broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior. • Accentuate the positive to eliminate the negative.

  4. PBS at Clinton Valley • What lead to this research? • Why PBS? • Changes (students, staff, administration, climate) • 3 B’s

  5. Bee Tickets • How are they used? • What purpose do they serve? • What do they mean to students and teachers?

  6. Literature Review

  7. Behaviorism • John B. Watson • Skinner • Gerwitz

  8. Positive Behavior Support Success Stories • Middle School reports 79% reductions in 5 or more suspensions • Urban elementary school 47% decrease in OSS • Illinois school experiences decreases in suspensions and detentions while completion of homework, time on task, and following directions increases

  9. Opposition to PBS • Alphie Kohn • Do rewards change behavior? • What happens when rewards stop? • Kefir Beverage case study

  10. Components Essential to Effective PBS • Curwin and Mendler (1988) • Behavior Management PAR Systems • Preventing, Acting Upon, and Resolving Troubling Behavior • Does not include PBS component of recognition of positive behavior

  11. PBS Essential Components • Turnbull (2002) • Three sets of components • Universal support – taught to all students in a variety of settings • Group support – for students whose needs are not met through universal support • Individual support – most extreme circumstances where students need help

  12. PBS Essential Components • Sugai (2000) • Also focuses on four subgroups • School-wide applications • Specific non-classroom settings • Classroom systems • Individual student settings – chronic or intensely problematic behaviors

  13. Six Steps to Successful PBS • George (2003) • Six steps to establishing successful PBS • Establishing a foundation for collaboration and operation • Building faculty involvement • Establishing a data-based design system • Brainstorming and selecting strategies within an action planning process • Implementing the school wide program through an action plan • Monitoring, evaluating, and modifying the program

  14. Suggestions for PBS Programs • Sugai (2000) • PBS programs must emphasize: • Assessment prior to intervention • Reducing the likelihood of problem behaviors • Careful design of consequences to make sure they reduce problematic behaviors • Data collection is essential to refinement of process

  15. Data Collection • Quantitative Data • Bee Tickets Given • Disciplinary Referrals • PBS Visibility Checklist

  16. Bee Ticket Collection • Number of Bee Tickets given compared to disciplinary referrals • Bee Tickets collected for 13 weeks

  17. Disciplinary Data • Year to year comparison • Most common incidents • Connection to Bee tickets

  18. PBS Visibility Checklist • Posters with school rules • Posters with rewards and consequences • Bee ticket jars

  19. Qualitative Data • Interviews • 8 Teachers • 1 Principal • Surveys • Students • Parents • Staff

  20. Interviews with Principal show: • Lack of Training • Lack of Communication • With parents regarding PBS Program • With staff members about implementation and success of program

  21. Interviews with the staff show: • Lack of training • Lack of communication • Parents • Staff • Inconsistent use of Bee tickets • Other forms of behavior management are used

  22. Surveys • Student surveys show: • Students do not talk to their parents about school behavior • Students state that they would behave better if teachers handed out more Bee tickets • Parent surveys show: • Lack of communication regarding the PBS model • Lack of knowledge of the program • Parents do not talk to their children about behavior in school • Teacher surveys show: • Lack of training

  23. What does the data show? • Staff (including principal) do not feel they were trained • Inconsistency in the use of the program • Students say they would behave better if they earned more tickets • Lack of communication to the parents and other staff members regarding the program • Rules and consequences not being posted in key areas of the school

  24. What are our recommendations? • Staff training • Consistency in the use of Bee tickets • Communication with parents • Sense of unity as a staff with implementation of the program • Celebration on the attainment of Bee tickets • Increase visibility of the program • Investigate why the number of fighting/physical aggression incidents has increased

  25. Questions/Answers

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