Decreasing Disciplinary Referrals Utilizing Positive Behavior Interventions and Supports

Location

Session 1 Presentations - Student Behavior & Discipline

Proposal Track

Research Project

Session Format

Presentation

Abstract

Positive Behavioral Interventions and Supports (PBIS) emerged from the Inclusion Movement and Applied Behavior Analysis (ABA) (Carr, 2012; Horner & Sugai, 2015) and is a three-tiered framework of evidence -based behavioral interventions (Lewis et al. , 2016) that helps students succeed academically, behaviorally, and socially (Sugai & Simonsen, 2012) by developing appropriate, life-long coping skills. Its purpose is to provide “both the whole-school social culture and additional tiers of behavior support intensity needed to improve educational and social outcomes for all students”( Horner & Sugai, 2015, p.80) by using data to inform decisions.

The program where I work as a school administrator, in response to federal and state requirements and the need for a better whole-child program, trained staff to implement PBIS to build positive, effective, learning environments where students develop life-long coping skills. Data was collected, summarized, and used to inform decisions about students, environment, and instruction

In my study, I review data at this self-contained, separate school to understand the impact that PBIS had on disciplinary referrals. Information may help school leaders determine the effectiveness of PBIS in this setting when used with students who display serious behaviors.

Keywords

Positive Behavior Interventions and Supports (PBIS) ;School Climate; Emotional and Behavioral Disorder (EBD)

Professional Bio

Kimberley A. Brewer I am a 33-year veteran educator who has spent the last 17 years as the program manager for Coastal Georgia Comprehensive Academy in Savannah, Georgia. For most of my career, I have served students who have been diagnosed with autism or who have emotional and behavioral concerns. From 1995 through 1999, I taught special education at Fort Campbell High School. I graduated from Georgia Southern University with my Ed. S. in Leadership and Administration and my M. Ed. In Behavior Disorders. My B.A. in English was obtained from Columbus State University.

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Oct 8th, 8:20 AM Oct 8th, 9:30 AM

Decreasing Disciplinary Referrals Utilizing Positive Behavior Interventions and Supports

Session 1 Presentations - Student Behavior & Discipline

Positive Behavioral Interventions and Supports (PBIS) emerged from the Inclusion Movement and Applied Behavior Analysis (ABA) (Carr, 2012; Horner & Sugai, 2015) and is a three-tiered framework of evidence -based behavioral interventions (Lewis et al. , 2016) that helps students succeed academically, behaviorally, and socially (Sugai & Simonsen, 2012) by developing appropriate, life-long coping skills. Its purpose is to provide “both the whole-school social culture and additional tiers of behavior support intensity needed to improve educational and social outcomes for all students”( Horner & Sugai, 2015, p.80) by using data to inform decisions.

The program where I work as a school administrator, in response to federal and state requirements and the need for a better whole-child program, trained staff to implement PBIS to build positive, effective, learning environments where students develop life-long coping skills. Data was collected, summarized, and used to inform decisions about students, environment, and instruction

In my study, I review data at this self-contained, separate school to understand the impact that PBIS had on disciplinary referrals. Information may help school leaders determine the effectiveness of PBIS in this setting when used with students who display serious behaviors.