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Does Positive Behavioral Intervention Support (Pbis) Affect Student Growth?

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Does Positive Behavioral Intervention Support (Pbis) Affect Student Growth?
Does Positive Behavioral Intervention Support (PBIS) affect Student Growth? July, 2012

Executive Summary
In this paper, I will investigate the correlation of Positive Behavioral Intervention Support (PBIS) and the effects on students’ academic growth. Positive Behavioral Intervention and Supports (PBIS) is a systemic approach to proactive, school-wide behavior based on a Response to Intervention (RtI) model. (Wisconsin PBIS Network) I believe PBIS will have a positive effect on students’ academic growth. The federal government strongly recommends that schools adopt Response to Intervention (RTI) as part of their general and special education programs (Burton & Kappenberg, 2012). Most RTI models are a three-tier support system with two spheres, one academic and one behavioral (Burton & Kappenberg, 2012). Positive Behavior Intervention Support (PBIS) has been used to describe school-wide and statewide efforts to implement and monitor comprehensive initiatives in our schools to decrease problem behaviors (Burton & Kappenberg, 2012). For the purpose of this paper, SWPBIS, PBS and PBIS refer to School-wide Positive Behavior Intervention Support.
Overview of Program
As a component of Response to Intervention (RtI), PBS provides the tools that are essential for stabilizing and improving a student’s behavior, self-esteem, and relationship in general education classes as well as inclusive settings (Burton & Kappenberg, 2012). As a system within RtI, PBS shifts the burden on the teacher from competency to “manage” the class and “control” the students’ disruptive behavior to identifying causes of inappropriate behavior, encouraging positive behaviors and monitoring interventions (Burton & Kappenberg, 2012). By implementing PBIS, the teacher has a unique and important role in each students schooling. PBS is based on understanding why problem behaviors occur and it gives educators and parents a new way to think about behaviors.


References: Burton, D. & Kappenberg, J. (2012). The complete guide to RTI: an implementation toolkit. California, Corwin Clonin, S Hong, S., Ryoo, J. (2011). Investigating the effectiveness of SW-PBIS on school’s accountability at both elementary and middle schools: Society for Research on Educational Effectiveness, Retrieved from http://www.eric.ed.gov/PDFS/ED528760.pdf. LeBurn, M., Mann, E., Muscott, H. (2008). Positive behavioral interventions and supports in new hampshire: Journal of Positive Behavior Interventions, 10 (3), 190-205. Pavlovich D Sprick, R. (2009). CHAMPs: A proactive and positive approach to classroom management. Eugene, OR: Pacific Northwest Yeung A Wisconsin PBIS Network. (2012). Retrieved from http://www.wisconsinpbisnetwork.org/
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