Conteúdo indexado
Student Perspectives on Implementation and Impact of Positive Behavioral Interventions and Supports (PBIS) in Their Middle Schools
2022 · Journal of Positive Behavior Interventions; v. 25; n. 2; p. 131-144; Fonte: SAGE Publications
Dados principais
- Ano de publicação
- 2022
- Dados editoriais
- Journal of Positive Behavior Interventions; v. 25; n. 2; p. 131-144; Fonte: SAGE Publications
- Palavras-chave
- JPBI; análise do comportamento
Autores
- Blair P. Lloyd ORCID: 0000-0001-9444-7230
- Erik W. Carter ORCID: 0000-0001-7153-2782
- Melissa C. Hine
- A. Dia Davis
- Emily R. Lanchak
- Madelaine A. Ferrell
- Tara L. Axelroth
- Brooke C. Shuster
- Rebecca L. Haynes
- Jennifer Higgs
- Casey B. Chauvin
Resumo
Positive Behavioral Interventions and Supports (PBIS) is an evidence-based framework for promoting positive school climates and improving student social and behavioral outcomes. Yet secondary schools have lagged behind elementary schools in their adoption and implementation of PBIS. The transition from elementary to middle school is marked by a host of developmental and environmental changes that creates a critical window for establishing supportive school environments. We conducted a series of focus groups with middle school students ( N = 45) attending PBIS schools to learn about their views and understandings of PBIS, the perceived impact of these programs, the extent to which they were involved in PBIS, and their recommendations for improving their school’s program. Although middle school students’ understanding of PBIS was often focused on their acknowledgment system, students identified a range of impacts beyond improving student behavior. Students also expressed a desire for more (a) transparent communication between staff and students and (b) opportunities for students to be actively involved in their school’s program. We discuss the implications of these findings with respect to increasing the uptake and impact of PBIS in secondary schools.