The International Observatory on Academic Achievement - Documentary search

File number :
PPEE-PC-15e

Bibliographic reference :
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(6), 701-712.

Abstract :

Behavioural problems mobilize a great deal of time and energy in schools. They lead to less time spent on instruction, which may have negative consequences on academic achievement.

Disciplinary action is often taken to reduce the frequency of inappropriate behaviour. Another approach consisting of encouraging appropriate behaviour may also be used by implementing the Positive Behavior Support (PBS).

Positive Behavior Support (PBS)
To implement PBS, schools must: (1) establish a planning team; (2) define school-wide behavioural expectations; (3) teach behavioural expectations (e.g., role-playing); (4) develop a procedure for acknowledging appropriate behaviours; and (5) monitor progress and assess relevant outcomes.

In urban schools, behavioural problems are often more frequent and serious. Studies focusing on the application of PBS in these settings have shown a reduction of behavioural problems. Very few of these studies were longitudinal. Nonetheless, owing to the prevalence of highly difficult conditions in urban schools, it takes longer to implement programmes such as PBS and observe their effects.

Methodology
As part of this study, PBS was assessed over a three-year period in low-income, urban middle schools in Midwestern United States. Results were presented as the case study of one of the participating schools.

Office disciplinary referrals (ODRs) and the number of suspensions were used to assess the frequency of behavioural problems. The School-wide Evaluation Tool (SET) was also used to determine adherence to PBS. At the school studied, teachers and staff handed out positive referral tickets to students who exhibited appropriate behaviour. The number of tickets was calculated regularly to determine students’ degree of participation in the programme. Lastly, reading and mathematics scores were assessed.

Main Results
SET results showed improvement in the implementation of PBS components over the course of the three-year study. In addition, a significant increase in the number of tickets given to students was observed during the same period.

A significant reduction in suspensions and ODRs with a major effect on school functioning was observed over the course of the three-year study. Students spent more time in class, increasing the likelihood of academic achievement as a result. Administrators spent less time meeting students, enabling them to focus on managing more constructive activities. In addition, the reduced number of suspensions translated into a reduction in serious behavioural problems.

Mathematics scores increased significantly during the three-year study. While reading scores decreased from baseline to the end of the first year of intervention, there was notable improvement between the first and third years of study.

A significant yet moderate relationship was observed between behavioural problem indicators and mathematics and reading scores. Students less often called to the administrator’s office and suspended obtained the best academic results in these two subjects.

Links :
This journal is also available in electronic format: http://www3.interscience.wiley.com/


Key Words :
Positive Behavior Support (PBS), Disciplinary Actions, Suspensions, Instructional Time, Adherence, School Functioning, Mathematics, Reading, Urban Setting, Middle School, Case Study, Longitudinal Study, Newsletter7

Monitored Countries :
United States