The Action Research Plan to Address Chronic Behavior Problems in Second Tier Students

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Positive Behavioral Supports and Interventions (PBIS) programs were developed to help children learn the valuable social and behavioral skills needed to be successful in school. Most of these interventions address teaching school-wide expectations and a shared vocabulary for reinforcing these expectations. Some students continue to have behavior problems and to create disruptions in the classroom. These students receive specialized interventions to improve behavior. The researcher's plan is to provide an intervention for students in the secondary level of PBIS. These student continue to struggle after they receive instruction in appropriate school behavior. Behavioral instruction alone is not effective for all students. In order to be successful at school children also need to have a positive attitude about themselves, caring relationships with adults, and the understanding that they have the capacity to learn. Unfortunately, many children do not have these things when they come to school. The researcher's aim to provide an intervention that helps to provide an ongoing positive relationship with a school staff member, create a safe environment for children to explore their feeling and discuss problems with a caring adult, and to creative opportunities that allow the students to be successful thereby increasing overall perceptions of self-efficacy.

One potential intervention is involving families in behavioral interventions. Reinke, Splett, Robeson, and Offutt (2009) found that parental involvement in all levels of PBIS increases the effectiveness of interventions. The Family Check-up model combines school based PBIS interventions with family supports. This model serves to address home-based factors which have been shown in inf...

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...Public Health Perspective. Psychology In The Schools, 46(1), 33-43.

Sitler, H. (2009). Teaching with awareness: The hidden effects of trauma on learning. Clearing House, 82(3), 119-123.

Sutherland, K. S., Conroy, M., Abrams, L., & Vo, A. (2010). Improving interactions between teachers and young children with problem behavior: A strengths-based approach. Exceptionality, 18(2), 70-81.

Sutherland, K. S., & Oswald, D. (2005). The relationship between teacher and student behavior in classrooms for students with emotional and behavioral disorders: Transactional processes. Journal of Child and Family Studies, 14, 1–14.

Wills, H., Kamps, D., Abbott, M., Bannister, H., & Kaufman, J. (2010). Classroom Observations and Effects of Reading Interventions for Students at Risk for Emotional and Behavioral Disorders. Behavioral Disorders, 35(2), 103-119.

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