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 What affect does PBS have upon the
behavior of the students at Clinton Valley Elementary School?
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.
PBS at Clinton Valley What lead to this research? Why PBS? Changes (students, staff, administration,
climate) 3 B’s
Bee Tickets How are they used?
What purpose do they serve?
What do they mean to students and teachers?
Literature Review
Behaviorism John B. Watson
Skinner
Gerwitz
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
Opposition to PBS Alphie Kohn
Do rewards change behavior?
What happens when rewards stop?
Kefir Beverage case study
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
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
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
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
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
Data Collection Quantitative Data
Bee Tickets Given
Disciplinary Referrals
PBS Visibility Checklist
Bee Ticket Collection
Number of Bee Tickets given compared to disciplinary referrals
Bee Tickets collected for 13 weeks
Disciplinary Data
Year to year comparison Most common incidents Connection to Bee tickets
Total Incidents
312267 256
132
050
100150200250300350
Nu
mb
er
of
Inc
ide
nts
02/03* 03/04 04/05 05-06**
Most Frequent Incidents
2235
6965 60
89
4546
171923
47
0102030405060708090
100
02/03 03/04 04/05 05/06*
Nu
mb
er
of
Inc
ide
nts
Bus Referral Fighting/Physical Aggression Class Disruption
Total Incidents of Fighting/Physical Agression
46 4589
60
312267 256
132
15% 16%
45%
35%
050
100150200250
300350
02/03 03/04 04/05 05/06
0%
10%
20%
30%
40%
50%
Fighting/Physical Agression Incidents
Total numbers on incidents
Percentage of Total
Tickets per Day
192 200232
190
0
50
100
150
200
250
Nu
mb
er o
f T
icke
ts
January February March April
Incidents per Day
0.82
1.871.6
0.110
0.5
1
1.5
2
Nu
mb
er o
f In
cid
ents
January February March April
PBS Visibility Checklist
Posters with school rules
Posters with rewards and consequences
Bee ticket jars
Qualitative Data Interviews
8 Teachers 1 Principal
Surveys Students Parents Staff
Interviews with Principal show: Lack of Training
Lack of Communication With parents regarding PBS Program With staff members about implementation
and success of program
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
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
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
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
Questions/Answers
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