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| Positive Behavioral Supports at the Middle School Level |
| Saturday, May 26, 2007 |
| 1:00 PM–2:20 PM |
| America's Cup D |
| Area: EDC |
| Chair: Kathleen L. Lane (Vanderbilt University) |
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| Secondary Prevention at the Middle School Level: Outcomes and Recommendations. |
| Domain: Applied Research |
| KATHLEEN L. LANE (Vanderbilt University), E. Jemma Robertson (Vanderbilt University) |
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| Abstract: With the reauthorization of IDEA (1997), positive behavior support (PBS) has become a required support that schools must address. As such, the research and teaching communities have shifted their efforts to understanding the necessary components of PBS, identifying more efficient methods of implementing PBS with primary, secondary, and tertiary interventions based on systematic evaluations of students’ responsiveness to intervention, and evaluating changes in students’ behavioral and academic performance as a result of this three-tier prevention model (Sugai & Horner, 2002). To date, the majority of the research has been conducted on primary and tertiary prevention efforts. Little attention has been devoted to the study of secondary prevention efforts – particularly in middle and high schools.
This proposed presentation examines one method of (a) using school-wide data to identify students in need of secondary support at the middle school level and (b) investigating alternate methods of intervening with students that have both academic and behavioral concerns. Specifically, middle school students who were nonresponsive to the primary prevention program were randomly assigned to one of three conditions: study skills, conflict resolution skills, and regular school practices. Results reveal changes in students’ knowledge of study skills and knowledge of conflict resolution skills. However, changes in knowledge did not generalize to improve study skills habits or conflict resolution styles. Limitations, implications, and directions for future research are offered. |
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| Performance Feedback and Goal Setting: Classroom Level Positive Behavior Support for Middle School Teachers. |
| Domain: Applied Research |
| SHANNON CROZIER (University of Nevada, Las Vegas), Matthew Tincani (University of Nevada, Las Vegas) |
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| Abstract: Federal and state legislation require schools to implement positive behavior support (PBS). School-wide PBS creates effective environments with a focus on prevention, systems change, and socially valid outcomes (Sugai & Horner, 2002). Effective environments provide a continuum of support across primary, secondary, and tertiary levels. While whole school and individual student interventions are well described in the literature, classroom level interventions are not well represented. Research also indicates that many teachers lack the skills to effectively address behavioral challenges in the classroom.
In this proposed presentation, authors will share the results of a study investigating the effectiveness of performance feedback with goal setting on improving the teaching behavior of middle school teachers. Three teachers were taught to read performance feedback graphs and set goals based on performance for five teaching behaviors (opportunities for student responses, academic praise, behavioral praise, academic corrective feedback, and behavioral corrective feedback). Effects were assessed using a multiple-probe across participants design. Results suggested that intervention efficacy varied across target behaviors and participants, with the greatest change occurring for number of opportunities to respond. Results will be discussed with consideration of limitations and topics for future research. |
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| SW-OBS: A Direct Observation Assessment of Changes in Student-Teacher Interaction Patterns. |
| Domain: Applied Research |
| BENJAMIN W. SMITH (University of North Carolina, Greensboro) |
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| Abstract: The School-wide Observation System (SW-OBS) is a direct observation assessment tool to measure changes in student-student and student-teacher interaction patterns following implementation of a school-wide PBS model. Several analyses were conducted to assess changes in the school culture/climate as a result of implementation of a school-wide PBS model. First, analyses of the relationship between levels of implementation as measured by the SET, and antecedent levels of teacher prompting and both student and teacher responses to appropriate and inappropriate behavior as measured by the SW-OBS were conducted. In addition, the SW-OBS calculates conditional probabilities to assess the quality and quantity of reinforcement available for student appropriate and inappropriate behavior in non-classroom settings. Six elementary and six middle schools in first and second year of implementation of school-wide PBS participated. |
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