PBIS Case Studies

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Recommended: Problems in innercity schools

According to the article urban schools face many challenges including (among others) limited resources, poverty, and diversity. School wide Positive Behavioral Interventions and Supports (PBIS) was a strategy used to address these and other needs with a benefit of helping promote a safe school climate. This is what drew me to this article since we are examining Safe Schools. According to Goodman-Scott, Hays, & Cholewa (2018) this article was a qualitative single-case study examining the patterns related to the implementation of PBIS in an urban middle school along with the role of the school counselor in PBIS (p. 98). The case study looked for processes and outcomes of PBIS implementation and leaders’ perceptions of the role of the counselor

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  • PBIS Pyramid Model

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    In the text book: At the school level, a properly executed “positive behavioral interventions and supports (PBIS) program should be implemented using the “PBIS Pyramid model” addressing Primary (for all students: “prevention, effective for 80 – 90% of students”), Secondary “focused on At-risk students (to “reduce problem behaviors for 5 – 10% of students”), and Tertiary Interventions (“for students with high-risk behaviors for 1 – 5% of students”).

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  • Preventing Mass School Shootings

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  • No Child Left Behind

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  • Behavior Change Project

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  • Positive Behavioral Support

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    1214 Words  | 3 Pages

    My goal as an educator is to continually learn, reflect and change my practices in order to ensure all students learn at high levels. As I stated earlier, my initial educational philosophy was behavioral. I was somewhat surprised to find that I still scored the highest in this category on my self-assessment. However, after further reflection and reading B.F. Skinner, I believe that behavioral aspects still have an important role in education today. As an educator I have a moral responsibility to help students learn how to function as members of a classroom community. Skinner believes that the environment of a classroom and school should be as “conducive as possible to students’ learning”. Positive Behavior Interventions & Supports is a model I truly believe in and have used with success with children. Through PBIS, expected behaviors...

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  • PTA Strengths

    1214 Words  | 3 Pages

    Emotional strengths including helping students to develop the skills of emotional literacy (i.e. respecting others), boosting resiliency factors (i.e. self-esteem), and academic success (Cowen, Wyman, Work, & Iker, 1995). Other positive influences come from the building of family, peer, and school connections. In order for school violence to be prevented, we must continue to interject positive thinking into the planning of programs and interventions. According to Smith and Sandhu (2004), successful prevention of school violence means not only seeking to reduce negative affect and behaviors, but also fostering higher levels of social and emotional

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  • Teacher Competency Essay

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    Over the years, national, state, and local governments have been looking for ways to increase the academic performance among academically vulnerable students. To boost these students’ academic performance, governments have been implementing many programs to inspire innovative school reforms to K-12 educational systems across the United States. Several studies have shown that schools employing certain practices are linked to higher academic achievement. This paper will demonstrate that teacher competency and the school’s ability to provide an emotionally supportive environment are school characteristics associated with higher student academic success.

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  • Essay on Gender and School Violence

    1073 Words  | 3 Pages

    The most recent acts of violence by children have prompted us as a nation to look at the causes and possible solutions to this crisis in our schools. In fact, according to Public Agenda, a national organization that conducts public opinion research on educational issues, school safety was identified as the most important issue affecting schools by those surveyed (Johnson & Immerwahr, 1994/1995).

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