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Development and Implementation of a Behavioral Framework 6 th Grade Educational Staff Shellyan McLeish C15503 Principles and Practice of Classroom Management 3/12/2023.

Development of behavioral framework. Positive behavioral intervention support (PBIS) is a framework that is used in schools to create an equitable, positive, safe environment for students. The behavioral framework establishes a positive school climate and increases positive student behavior (Bradshaw et al., 2008). The framework is being developed because it teaches students the expected behaviors. Implementing the behavioral framework allows for all the desired expectations to be the same throughout the school for students and staff. Hence, if something is not allowed in one classroom it will not be acceptable in another..

Development of behavioral framework. PBIS framework uses different interventions that are evidenced based to encourage desired behaviors and prevent undesirable behaviors from occurring. PBIS is designed to prevent problem behavior by establishing expected behaviors ( Lohrmann et al., 2008; Horner & Sugai , 2015). The utilization of PBIS allows students to be recognized, praised, and rewarded for positive behaviors. This increases the likelihood of students repeating positive behaviors. Having an increase in positive behaviors will result in fewer behavioral issues, more instructional time, student engagement, and academic improvement..

Outcomes of the behavioral framework. There are numerous outcomes that can be derived from the development of a behavioral framework. These include: Improvement in students’ outcomes: This will show an improvement in students’ behavior, social and emotional competence, students’ engagement, and academic performance (Ross et al., 2012)..

Outcomes of the behavioral framework. Minimize disciplinary actions: The use of PBIS in schools shows a reduction in disciplinary referrals, suspension, and expulsion among students. Improvement in teacher outcome: Using PBIS will create a healthy school climate and culture, school organizational health, and improve the perception of school safety, and teacher efficacy..

Students’ self-management -behavioral framework. Students’ self-management can be improved through several adaptive behaviors such as social, emotional, and academic skills ( Maag , 2004). Self-management also reduces problematic behaviors ( Southall & Gast, 2011) and aggression (Miranda & Presentacion , 2000) among students. These behaviors can be addressed through the development and implementation of a behavioral framework..

Students’ self-management -behavioral framework. Utilization of a behavioral framework in schools can help to regulate students’ self-management and make them more responsible for their behavior and can identify targeted behaviors and set realistic goals. With a behavioral framework, students are still able to self-evaluate and monitor their behavior..

Positive behavioral support system – Behavioral framework.

Positive behavioral support system – Behavioral framework.

Students’ involvement in the framework. Students can be a part of the behavioral framework by helping to decide on rewards, incentives, and the type of classroom expectations that is suited for the class and where to place those expectations in the classroom that is visible to all students. Students can get involved when teachers review the expectations with them and listen to their concerns. Also, students can participate in surveys and share their feedback which can be used to make improvements to the framework..

Parents’ involvement in the framework. Research showed that parents’ involvement in PBIS improves students’ outcomes when parents are provided with support and direction (Van Voorhis et al, 2013) Parents can be a part of the behavioral framework through training and informational session that provide information about PBIS and how it can be implemented in the home. Having a parental representative on the PBIS team will help to disseminate information to all parents and provide access to resources. This will help with the development of communication with parents about the development of the framework..

Parents’ involvement in the framework. Motivating and encouraging parents to take an active role in the development of the framework, building positive relationships with parents, and making information readily available and easily accessible are additional ways parents can get involved. Getting parents involved can take many forms such as modeling desired behaviors and creating a safe and supportive environment for students ( Desforges & Abouchaar , 2003)..

Buying into the framework. For a behavioral framework to be effective it is important that administrators, teachers, students, and parents buy-in. having everyone buy into the framework will result in fewer behavioral incidents among students, and reductions in behavioral referrals, suspensions, and detentions. Numerous studies have shown that schools that implement PBIS have a reduction in behavioral incidents and an improvement in academic outcomes and school climate (Bradshaw et al., 2010; Vincent et al., 2015; McIntosh et al., 2014)..

Buying into the framework. Having everyone buy into the framework will show a reduction in the disciplinary referrals of minority students and students with disabilities. Research has shown that schools that use PBIS have a reduction in office disciplinary referrals for students with disabilities (Farkas et al., 2021)..

Buying into the framework. Teachers are provided with more instructional time which contributes to students learning and academic growth. Parents will be able to monitor their student’s behavior and academic performance. Also, parents can implement PBIS in the home which helps to close the gap between school and home. Hence, buying into the framework will increase the outcomes for everyone involved..

Strengthen staff buy-in. It is important to obtain teacher buy-in when implementing PBIS (Horner et al., 2007). Research proves that PBIS is most effective with teacher buy-in (George & Martinez, 2007; McArdle, 2011). Hence, having grade-level instructional teams and teachers working collaboratively on the development of the framework will help teachers feel more in control of their classroom environment while feeling motivated and less exhausted on the job..

Strengthen staff buy-in. Teachers that have increased motivation (Cooper, 2010) are more focused and are willing to do more for their students in helping them to attain their goals and can be successful..

References. Bradshaw, C. P., Koth , C. W., Bevans, K. B., Ialongo , N., & Leaf, P. J. (2008). The impact of school-wide positive behavioral interventions and supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly , 23 (4), 462-473. https://doi.org/10.1037/a0012883 Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of schoolwide positive behavioral interventions and supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12(3), 133-148. https://doi.org/10.1177/1098300709334798.

References. Cooper, M. A. (2010). Stakeholder perceptions on the influence of positive behavior interventions and supports on academic achievement and the educational environment of 79 middle school students. http://search.proquest.com/docview/791823713?accountid=11225 Desforges , C., & Abouchaar , A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment. http://bgfl.org/bgfl/custom/files_uploaded/uploaded_resources/18617/Desforges.pdf.

References. Farkas, M. S., Simonsen, B., Migdole , S., Donovan, M. E., Clemens, K., & Cicchese , V. (2012). Schoolwide Positive Behavior Support in an Alternative School Setting: An Evaluation of Fidelity, Outcomes, and Social Validity of Tier 1 Implementation. Journal of Emotional and Behavioral Disorders , 20 (4), 275-288. https://doi.org/10.1177/1063426610389615 George, H., & Martinez, S. (2007). How to get PBIS in your school. ttps://global-uploads.webflow.com/5d3725188825e071f1670246/5d7c131dcff505e68f82985a_How%20to%20get%20PBIS%20in%20Your%20School.pdf.

References. Horner, R. H., & Sugai , G. (2015). School-wide PBIS: An example of applied behavior analysis implemented at a scale of social importance. Behavior Analysis in Practice, 8(1), 80–85. https://doi.org/10.1007/s40617-015-0045-4 Horner, R., Freeman, R., & Nelson, C., Sugai , G. (2007). Using the information in state or district level implementation of school-wide PBIS. Positive Behavioral Supports Newsletter, 2(1), 1-3. Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004)..

References. Lohrmann , S., Forman, S., Martin, S., & Palmieri, M. (2008). Understanding school personnel’s resistance to adopting schoolwide positive behavior support at a universal level of intervention. Journal of Positive Behavior Interventions, 10(4), 256-269. https://doi.org/10.1177/1098300708318963 Maag , J. W. (2004). Behavior management: From theoretical implications to practical applications (2nd ed.). Wadsworth. McArdle, L. (2011). High school teacher attitudes toward implementing positive behavior support systems. http://search.proquest.com/docview/894766879?accountid=11225.

References. McIntosh, K., Kim, J., Mercer, S. H., Strickland-Cohen, M. K., & Horner, R. H. (2014). Variables associated with enhanced sustainability of school-wide positive behavioral interventions and supports. Assessment for Effective Intervention , 40(3), 184-191. https://doi.org/10.1177/1534508414556503 Miranda, A., & Presentación , M. J. (2000). Effcacy of cognitive-behavioral therapy in the treatment of children with ADHD, with and without aggressiveness. Psychology in the Schools, 37, 169-182. https://doi.org/10.1002/(SICI)1520-6807(200003)37:23.0.CO:2-8.

References. Ross, S. W., Romer, N., & Horner, R. H. (2011). Teacher well-being and the implementation of school-wide positive behavior interventions and supports. Journal of Positive Behavior Interventions, 14(2), 118-128. https://doi.org/10.1177/1098300711413820 Southall , C., & Gast, D. (2011). Self-management procedures: A comparison across the autism spectrum. Education and Training in Autism and Developmental Disabilities, 46, 155–171. https://www.jstor.org/stable/23879688.

References. Sugai , G., & Horner, R. H. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches. Exceptionality, 17(4), 223-237. https://doi.org/10.1080/09362830903235375 Sugai , G., & Simonsen, B. (2012). Positive behavioral interventions and supports: History, defining features, and misconceptions. http://www.pbis.org/common/cms/files/pbisresources/PBIS_revisited_ June19r_2012.pdf.

References. Van Voorhis , F. L., Maier, M. F., Epstein, J. L., & Lloyd, C. M. (2013). The impact of family involvement on the education of children ages 3 to 8: A focus on literacy and math achievement outcomes and social-emotional Skills. http://files.eric.ed.gov/fulltext/ED545474.pdf Vincent, C. G., Sprague, J. R., Pavel, M., Tobin, T. J., & Gau , J. M. (2015). Effectiveness of schoolwide Positive Behavior Interventions and Supports in reducing racially inequitable disciplinary exclusion. http://www.fixschooldiscipline.org/wp-content/uploads/2020/09/6.Effectiveness_School-Wide_Positive_Behavior_Int_Sup_Reducing_Racially.2013.pdf.