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Abstract
Research shows that school-wide positive behavior supports (SWPBS) can be an effective alternative to traditional reactive, punitive approaches to problem behavior. However, few studies examine the use of the approach as part of a comprehensive school improvement process involving academic as well as behavioral goals, particularly with regard to use of data-driven decision making and data teams. This article describes the efforts of a low-performing middle school in establishing preventative measures and interventions within such a framework. Results indicate a reduction in teacher discipline referrals and student suspensions, including those involving students with disabilities and statistically significant improvement on 30 of 47 items of a school climate and student resiliency survey. In addition, school scores on state mastery tests in both reading and math improved by 25% and 11%, respectively. This study suggests that the implementation of a SWPBS framework may result in improved academic and behavioral outcomes for all students.
In the 1990s, many schools across the country adopted a zero-tolerance disciplinary philosophy designed to impose stricter sanctions on youth, which led to a dramatic increase in out-of-school suspensions and expulsions. Unfortunately, no evidence indicates that suspension and expulsion lead to positive changes in student behavior or safer schools (Skiba, 2000). In addition, studies have uncovered racial, socioeconomic, and gender disparities in rates of suspension and expulsion (Achilles, McLaughlin, & Croninger, 2007; Fremon, & Renfrow-Hamilton, 2001). Students with disabilities are more likely to be suspended than their non-disabled peers (Krezmien, Leone, & Achilles, 2006; Whitbread, Feinstein, Bruder, Fleming, & Kechijian, 2007). High suspension and expulsion rates are associated with lower academic achievement (Arcia, 2006; Brown, 2007; Skiba & Rausch, 2006) and with higher rates of involvement in the juvenile justice system (Skiba, 2008).
Research studies show that school-wide positive behavior supports (SWPBS) are an effective alternative to reactive, punitive policies and result in safer schools and increased academic achievement of students (Skiba & Sprague, 2008; Warren et al., 2006). In a middle school environment defined by its ideal notion of student-centeredness, development of the whole child, responsiveness to the unique needs of individuals, and democratic structure, SWPBS may be an essential model for school leaders seeking the development of a true middle school. Indeed, a randomized controlled study of the effectiveness...