Developing Buy-In for Positive Behavior Support in Secondary Settings

Autor/inn/en	Bohanon, Hank; Wu, Meng-Jia
Titel	Developing Buy-In for Positive Behavior Support in Secondary Settings
Quelle	In: Preventing School Failure, 58 (2014) 4, S.223-229 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
Schlagwörter	Secondary School Students; Needs Assessment; Faculty Development; Positive Reinforcement; Experimental Groups; Control Groups; Discipline Policy; Referral; Functional Behavioral Assessment; Program Effectiveness; Fidelity; Program Implementation; Data Analysis; Secondary Schools; Student Behavior; Cognitive Restructuring; Quasiexperimental Design + Suchen Sie Ihr Suchwort? Sekundarschüler; Bedarfsermittlung; Disziplinarmaßnahme; Auswertung; Sekundarschule; Student behaviour; Schülerverhalten
Abstract	On the basis of the implementation of Schoolwide Positive Behavior Supports in high schools, the present study examined the effect of supporting buy-in through conducting needs assessments and focused professional development for high school staff when implementing Schoolwide Positive Behavior Supports. The effectiveness of the 2 additional items was investigated using 2 treatment schools and 2 comparison schools. The hypothesis was that schools with enhanced support would implement Schoolwide Positive Behavior Supports better and student office discipline referrals would drop as a result of the better implementation. Overall, the results showed the treatment schools improved in fidelity and demonstrated significant improvement in numbers of office discipline referrals. In contrast, both comparison schools decreased in fidelity, and none demonstrated significant changes in office discipline referrals. Suggestions for practice and future research are provided. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10