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How Team Engagement Improved Positiv...

Canty, Colleen,

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How Team Engagement Improved Positive Behavior Intervention and Support /

Record Type:	Electronic resources : Monograph/item
Title/Author:	How Team Engagement Improved Positive Behavior Intervention and Support // Colleen Canty.
Author:	Canty, Colleen,
Description:	1 electronic resource (126 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-06, Section: A.
Contained By:	Dissertations Abstracts International86-06A.
Subject:	Behavioral sciences. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31782820
ISBN:	9798342765138

How Team Engagement Improved Positive Behavior Intervention and Support /
Canty, Colleen,

How Team Engagement Improved Positive Behavior Intervention and Support /Colleen Canty. - 1 electronic resource (126 pages)

Source: Dissertations Abstracts International, Volume: 86-06, Section: A.

Positive Behavioral Interventions and Supports (PBIS) are a continuum of behavior intervention strategies designed for implementation across the student population. The implementation of PBIS has demonstrated positive academic and behavioral outcomes, as well as safe and favorable school culture in the public education setting (Ockerman et al., 2012; Sugai & Horner, 2009). However, in the alternative school setting, results have not been as favorable. "Alternative school programs have also moved towards adopting PBIS framework, however, outcomes have been less positive. Although alternative programs are often more restrictive and specialized because of the intensified needs of their youth, they share instructional, behavioral, and organizational characteristics with public schools" (Simeson & Sugai, 2013, p. 21). This research sought to engage in action research to evaluate and modify the existing state of PBIS implementation. The team was comprised of 13 education professionals who engaged in a process to review, discuss, analyze, and plan for the ongoing implementation of PBIS. This research was conducted in a small therapeutic high school with roughly 50 students from over 16 local school district communities. The findings of this research indicate that various factors should be considered when planning for a system wide behavioral intervention system to include: the value of various stakeholder engagement, the need to keep student focused goals at the core, and the need to develop a system that will accurately reflect the purpose of the initiative and the desired culture of the school system. This dissertation is available in open access at AURA (https://aura.antioch.edu/) and OhioLINK ETD Center (https://etd.ohiolink.edu/).

English

ISBN: 9798342765138Subjects--Topical Terms:

529833
Behavioral sciences.
Subjects--Index Terms:

Leadership

How Team Engagement Improved Positive Behavior Intervention and Support /
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520 $a Positive Behavioral Interventions and Supports (PBIS) are a continuum of behavior intervention strategies designed for implementation across the student population. The implementation of PBIS has demonstrated positive academic and behavioral outcomes, as well as safe and favorable school culture in the public education setting (Ockerman et al., 2012; Sugai & Horner, 2009). However, in the alternative school setting, results have not been as favorable. "Alternative school programs have also moved towards adopting PBIS framework, however, outcomes have been less positive. Although alternative programs are often more restrictive and specialized because of the intensified needs of their youth, they share instructional, behavioral, and organizational characteristics with public schools" (Simeson & Sugai, 2013, p. 21). This research sought to engage in action research to evaluate and modify the existing state of PBIS implementation. The team was comprised of 13 education professionals who engaged in a process to review, discuss, analyze, and plan for the ongoing implementation of PBIS. This research was conducted in a small therapeutic high school with roughly 50 students from over 16 local school district communities. The findings of this research indicate that various factors should be considered when planning for a system wide behavioral intervention system to include: the value of various stakeholder engagement, the need to keep student focused goals at the core, and the need to develop a system that will accurately reflect the purpose of the initiative and the desired culture of the school system. This dissertation is available in open access at AURA (https://aura.antioch.edu/) and OhioLINK ETD Center (https://etd.ohiolink.edu/).
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