Implementing Schoolwide Positive Behavior Support in High School Settings: Analysis of Eight High Schools

Autor/inn/en	Flannery, K. Brigid; Frank, Jennifer L.; Kato, Mimi McGrath; Doren, Bonnie; Fenning, Pamela
Titel	Implementing Schoolwide Positive Behavior Support in High School Settings: Analysis of Eight High Schools
Quelle	In: High School Journal, 96 (2013) 4, S.267-282 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1498
DOI	10.1353/hsj.2013.0015
Schlagwörter	High Schools; Positive Reinforcement; Behavior Modification; Student Behavior; High School Students; Program Effectiveness; School Size; Administrative Organization; School Culture; Student Development; Outcomes of Education; Student Diversity; At Risk Students; Teamwork; Leadership; Professional Development; Technical Assistance; Student Participation; Program Evaluation; Expectation; Rewards; Responses; School Districts; Administrator Role; Teacher Role; Longitudinal Studies + Suchen Sie Ihr Suchwort? High school; Oberschule; Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; High schools; Student; Students; Schüler; Schülerin; Studentin; Schulkultur; Schulleben; Lernleistung; Schulerfolg; Führung; Führungsposition; Technische Hilfe; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Programme evaluation; Programmevaluation; Expectancy; Erwartung; Reward; Belohnung; School district; Schulbezirk; Lehrerrolle; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Schoolwide positive behavior support (SWPBS) is a systems-level intervention designed to prevent the occurrence of problem behavior and increase social competence. A growing body of research documents that SWPBS reduces problem behavior and improves academics (e.g., McIntosh, Chard, Boland, & Horner, 2006), yet documentation of the feasibility of implementing SWPBS in high school settings is lacking. The current study examines implementation of universal SWPBS components in eight high schools serving over 15,525 students across a three-year period. Our findings were that improvements in implementation were evident between baseline and the end of year one, yet the implementation of SWPBS practices took a minimum of two years to achieve statistically significant and meaningful changes. These results suggest that unique aspects of the high school context may present specific implementation challenges. (Contains 4 tables and 1 figure.) (As Provided).
Anmerkungen	University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10