Mike BonacciOakland University James EkdahlEdS Program Tina FrazierSpring Semester 2006

  • Published on
    02-Jan-2016

  • View
    22

  • Download
    0

Embed Size (px)

DESCRIPTION

An Examination of the Effectiveness of Positive Behavior Support at Clinton Valley Elementary School. Mike BonacciOakland University James EkdahlEdS Program Tina FrazierSpring Semester 2006 Inge Harris Mary Beth Kaiser Terry Martin Chris May Derrek Ross. Research Question. - PowerPoint PPT Presentation

Transcript

  • An Examination of the Effectiveness of Positive Behavior Support at Clinton Valley Elementary SchoolMike BonacciOakland UniversityJames EkdahlEdS ProgramTina FrazierSpring Semester 2006Inge HarrisMary Beth KaiserTerry MartinChris MayDerrek Ross

  • Research QuestionWhat affect does PBS have upon the behavior of the students at Clinton Valley Elementary School?

  • Positive Behavior SupportWhat 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.

  • PBS at Clinton ValleyWhat lead to this research?Why PBS?Changes (students, staff, administration, climate)3 Bs

  • Bee TicketsHow are they used?

    What purpose do they serve?

    What do they mean to students and teachers?

  • Literature Review

  • BehaviorismJohn B. Watson

    Skinner

    Gerwitz

  • Positive Behavior Support Success StoriesMiddle School reports 79% reductions in 5 or more suspensionsUrban elementary school 47% decrease in OSSIllinois school experiences decreases in suspensions and detentions while completion of homework, time on task, and following directions increases

  • Opposition to PBSAlphie Kohn

    Do rewards change behavior?

    What happens when rewards stop?

    Kefir Beverage case study

  • Components Essential to Effective PBSCurwin and Mendler (1988)Behavior Management PAR SystemsPreventing, Acting Upon, and Resolving Troubling BehaviorDoes not include PBS component of recognition of positive behavior

  • PBS Essential ComponentsTurnbull (2002)Three sets of componentsUniversal support taught to all students in a variety of settingsGroup support for students whose needs are not met through universal supportIndividual support most extreme circumstances where students need help

  • PBS Essential ComponentsSugai (2000)Also focuses on four subgroupsSchool-wide applicationsSpecific non-classroom settingsClassroom systemsIndividual student settings chronic or intensely problematic behaviors

  • Six Steps to Successful PBSGeorge (2003)Six steps to establishing successful PBSEstablishing a foundation for collaboration and operationBuilding faculty involvementEstablishing a data-based design systemBrainstorming and selecting strategies within an action planning processImplementing the school wide program through an action planMonitoring, evaluating, and modifying the program

  • Suggestions for PBS ProgramsSugai (2000)PBS programs must emphasize:Assessment prior to interventionReducing the likelihood of problem behaviorsCareful design of consequences to make sure they reduce problematic behaviorsData collection is essential to refinement of process

  • Data CollectionQuantitative Data

    Bee Tickets Given

    Disciplinary Referrals

    PBS Visibility Checklist

  • Bee Ticket CollectionNumber of Bee Tickets given compared to disciplinary referralsBee Tickets collected for 13 weeks

  • Disciplinary Data

    Year to year comparisonMost common incidentsConnection to Bee tickets

  • Chart1

    312267256132

    02/03*

    03/04

    04/05

    05-06**

    Number of Incidents

    Total Incidents

    256

    132

    Sheet1

    YearTotal Incidents

    02/03*312

    03/04267

    04/05256

    05-06**132

    Sheet1

    02/03*

    03/04

    04/05

    05-06**

    Number of Incidents

    Total Incidents

    256

    132

    Sheet2

    Sheet3

  • Chart1

    654647

    694523

    358919

    226017

    Bus Referral

    Fighting/Physical Aggression

    Class Disruption

    Number of Incidents

    Most Frequent Incidents

    Sheet1

    Incident Description02/0303/0404/0505/06*

    Bus Referral65693522

    Fighting/Physical Aggression46458960

    Class Disruption47231917

    Sheet1

    Bus Referral

    Fighting/Physical Aggression

    Class Disruption

    Number of Incidents

    Most Frequent Incidents

    Sheet2

    Sheet3

  • Chart1

    463120.15

    452670.16

    892560.35

    601320.45

    Fighting/Physical Agression Incidents

    Total numbers on incidents

    Percentage of Total

    Total Incidents of Fighting/Physical Agression

    Sheet1

    YearFighting/Physical Agression IncidentsTotal numbers on incidentsPercentage of Total

    02/034631215%

    03/044526716%

    04/058925635%

    05/066013245%

    Sheet1

    &A

    Page &P

    Fighting/Physical Agression Incidents

    Total numbers on incidents

    Percentage of Total

    Total Incidents of Fighting/Physical Agression

    Sheet2

    Sheet3

  • Chart1

    192200232190

    January

    February

    March

    April

    Number of Tickets

    Tickets per Day

    Sheet1

    MonthTickets/Day

    January192

    February200

    March232

    April190

    Sheet1

    0000

    January

    February

    March

    April

    Number of Tickets

    Tickets per Day

    Sheet2

    Sheet3

    Chart2

    0.821.871.60.11

    January

    February

    March

    April

    Number of Incidents

    Incidents per Day

    Sheet1

    MonthIncidents/Day

    January0.82

    February1.87

    March1.6

    April0.11

    Sheet1

    0000

    January

    February

    March

    April

    Number of Incidents

    Incidents per Day

    Sheet2

    Sheet3

  • PBS Visibility Checklist

    Posters with school rules

    Posters with rewards and consequences

    Bee ticket jars

  • Qualitative DataInterviews8 Teachers1 PrincipalSurveysStudentsParentsStaff

  • Interviews with Principal show:Lack of Training

    Lack of CommunicationWith parents regarding PBS ProgramWith staff members about implementation and success of program

  • Interviews with the staff show:Lack of trainingLack of communication ParentsStaffInconsistent use of Bee ticketsOther forms of behavior management are used

  • SurveysStudent surveys show:Students do not talk to their parents about school behaviorStudents state that they would behave better if teachers handed out more Bee ticketsParent surveys show:Lack of communication regarding the PBS modelLack of knowledge of the programParents do not talk to their children about behavior in schoolTeacher surveys show:Lack of training

  • What does the data show?Staff (including principal) do not feel they were trainedInconsistency in the use of the programStudents say they would behave better if they earned more ticketsLack of communication to the parents and other staff members regarding the programRules and consequences not being posted in key areas of the school

  • What are our recommendations?Staff trainingConsistency in the use of Bee ticketsCommunication with parentsSense of unity as a staff with implementation of the programCelebration on the attainment of Bee ticketsIncrease visibility of the programInvestigate why the number of fighting/physical aggression incidents has increased

  • Questions/Answers

Recommended

View more >