Student Perspectives on Implementation and Impact of Positive Behavioral Interventions and Supports (PBIS) in Their Middle Schools

Autor/inn/en	Lloyd, Blair P.; Carter, Erik W.; Hine, Melissa C.; Davis, A. Dia; Lanchak, Emily R.; Ferrell, Madelaine A.; Axelroth, Tara L.; Shuster, Brooke C.; Haynes, Rebecca L.; Higgs, Jennifer; Chauvin, Casey B.
Titel	Student Perspectives on Implementation and Impact of Positive Behavioral Interventions and Supports (PBIS) in Their Middle Schools
Quelle	In: Journal of Positive Behavior Interventions, 25 (2023) 2, S.131-144 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lloyd, Blair P.) ORCID (Carter, Erik W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/10983007221082961
Schlagwörter	Student Attitudes; Positive Behavior Supports; Intervention; Program Implementation; Public Schools; Student Behavior; Educational Environment; Instructional Effectiveness; Competition; Student Participation; Teacher Student Relationship; Middle School Students + Suchen Sie Ihr Suchwort? Schülerverhalten; Public school; Öffentliche Schule; Student behaviour; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Unterrichtserfolg; Wettkampf; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Positive Behavioral Interventions and Supports (PBIS) is an evidence-based framework for promoting positive school climates and improving student social and behavioral outcomes. Yet secondary schools have lagged behind elementary schools in their adoption and implementation of PBIS. The transition from elementary to middle school is marked by a host of developmental and environmental changes that creates a critical window for establishing supportive school environments. We conducted a series of focus groups with middle school students (N = 45) attending PBIS schools to learn about their views and understandings of PBIS, the perceived impact of these programs, the extent to which they were involved in PBIS, and their recommendations for improving their school's program. Although middle school students' understanding of PBIS was often focused on their acknowledgment system, students identified a range of impacts beyond improving student behavior. Students also expressed a desire for more (a) transparent communication between staff and students and (b) opportunities for students to be actively involved in their school's program. We discuss the implications of these findings with respect to increasing the uptake and impact of PBIS in secondary schools. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01