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.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Brewer, Kimberley A. and Brewer, Kimberley A., "Decreasing Disciplinary Referrals Utilizing Positive Behavior Interventions and Supports" (2021). Georgia Educational Research Association Conference. 23.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/23
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.