School-Wide Positive Behavior Support Programs in Elementary SchoolsReport as inadecuate




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Behavior problems continue to be an issue for teachers and parents to address. Studies have shown that challenging behaviors in early childhood are linked to problems in the areas of academics and socialization in adolescence and adulthood. Most schools use a reactive, consequence-based approach to behavior management. With school violence and behavior incidents on the rise, it seems there is a need to look at alternative ways of addressing these problems. School-wide positive behavior interventions and supports (PBIS) is a concept that creates an inclusive school environment, addressing all students' behavioral challenges on a continuum of need. Students are taught social skills and appropriate behaviors, and reinforced for exhibiting those behaviors by staff and teachers consistently. For the past ten years, researchers have been looking at the effects of PBS and have found that it has been successful in improving learning environments, reducing problem behaviors, and even improving academic achievement. The purpose of this literature review is to learn more about school-wide behavior programs at the elementary school level and the key elements that make them successful. If these programs do, in fact, improve learning outcomes for students, then what are the implications for future educational practice and school reform?

Descriptors: Behavior Problems, Inclusive Schools, Behavior Modification, Educational Practices, Teaching Methods, Positive Reinforcement, Student Behavior, Intervention, Educational Environment, Interpersonal Competence, Prosocial Behavior, Literature Reviews, Elementary School Students





Author: Siegel, Chelsea T.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3846&id=ED502074







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