How Will/Should a Positive Behavioral Support System (PBSS) Look Different—or Be Developed and Implemented Differently—at the Elementary, Middle School, and High School Levels?
It is also being implemented in programs for students with severe emotional impairments and developmental disabilities, and juvenile facilities.
Examples include expelling and suspending students, hiring security officers, adopting zero tolerance policies, and putting students in alternative educational facilities. Further examination is needed to determine the effectiveness of such approaches, and some research even suggests that strategies like these can increase problem behavior (Lassen et al., 2006). On the contrary, an increasing amount of research supports the use of proactive and preventative approaches when addressing problematic behavior in schools (Lassen et al., 2006). School-wide positive behavior support programs (SWPBS) emphasize proactive and preventative approaches rather than reactive and punitive methods. Knowing that good behavior is strengthened by positive reinforcement, schools need to take a proactive approach to dealing with challenging behavior. Incorporating SWPBS is one proactive approach. A study of the components necessary for the successful implementation of school-wide positive behavior support in elementary and middle schools is essential. Staff, parents, and students need to work together to reach the most promising outcome for all involved. The best manner to get all groups actively engaged with the effort is yet to be determined.
As terrifying as this documentary might seem, it is actually meant to be an eye-opener for parents. For many parents, things stated in this documentary may not be a news flash, but some aspects of it are sure to surprise parents.
Kincaid, D., Childs, K., Blase, K. A., & Wallace, F. (2007). Identifying barriers and facilitators in implementing schoolwide positive behavior support. Journal of Positive Behavior Interventions, 9, 174-184.
Lassen, S. R., Steele, M. M., & Sailor, W. (2006). The relationship of school-wide positive behavior support to academic achievement in an urban middle school. Psychology in the Schools, 43, 701-712.
McIntosh, K., Filter, K. J., Bennett, J. L., Ryan, C., & Sugai, G. (2010). Principles of sustainable prevention: designing scale-up of school-wide positive behavior support to promote durable systems. Psychology in the Schools, 47, 5-21
Osher, D., Bear, G. G., Sprague, J. R., & Doyle, W. (2010). How can we improve school discipline? Educational Researcher, 39, 48-58