The Value of Positive Behavior Support Systems in Reducing Discipline Problems in Elementary School Settings - Research Paper Example

 The Value of Positive Behavior Support Systems in Reducing Discipline Problems in Elementary School Settings Table of Contents Page no. Abstract 3 Chapter one: Introduction to the Study 4 1.1 Background to Positive Behavior Support System 5 1.2 Statement of the Problem under study 6 1.3 Purpose of the study 6 1.4 Limitations of the Study 7 1.5 Summary 8 Chapter Two: Review of literature 9 2.1 Historical perspective 9 2.2 Theoretical Structure 10 2.3 Elements of Positive behavior Support Systems 11 2.4 The Three Tier Approach 13 2.5 Summary 16 References 17   Abstract Schools are an optimal environment where a child is able to learn not only academic facts and skills; but also social, inter-personal and other behavioral skills that they require in order to practice and sustain successful behaviors, as well as to enjoy enhanced quality of life. The practice of Positive Behavior Support Systems allows the school to educate the child in behaviors and skills that are efficient while reducing problematic behaviors and discipline issues. This study attempts to understand the extent to which the students of a particular school are able to benefit from the regular use of Positive Behavior Support System at different levels. The study also tries to identify the strategies and techniques that work best with the students observed.   Chapter One Introduction to the Study 1.1 Background to Positive Behavior Support System School teachers interact with a number of children, and therefore are in the unique position of being able to identify potential concerns in any particular child. They are also able to reach out to a large number of children; and thus to equip each of these children with the skills that they require to succeed not only at school work, but also in other aspects of life. These teachers are most likely to be in a position to both identify and respond to differential needs of a particular child as well as to equip all children in the skills and abilities that they require to navigate school and social life. Positive Behavior Support System is an application model that draws from the fields of Education research, Learning theories, Behavioral Analysis, Person – centered approach, and other theories of personality and development. This model was proposed by Sugai and Horner in 2002(Crone, Hawken, Horner, 2010) and attempts to describe the methods of teaching and training that are useful for different groups of students. Positive Behavior Support System postulated that problem behaviors in students may be seen at three levels that differ according to severity of the problem; and that it is possible to address student behavior at each of these levels. The tier I intervention strategies are used with all students in a school and helps to eliminate the minor issue that may be seen with any and all students. These strategies help in addressing the lack of knowledge or motivation that students have regarding target behaviors (Crone, Hawken, Horner, 2010), and are helpful in prevention of problem behavior. Tier II interventions are used with students who show at-risk behaviors; and are developed keeping in mind the needs of the students targeted (Crone, Hawken, Horner, 2010). These students are considered as being at – risk for significant behavioral issues; and show regular incidences of problem behavior. This group would comprise of approximately 15% of the student population. A few students (about 5 %) show severe problem behaviors and require individualized attention to help them (2010). Tier III interventions are developed for such students in order to help reduce the incidence of problem behaviors and increase the incidence of target behaviors. Positive Behavior Support System is a flexible and customizable application that may be tailored to the needs of the particular school or specific student such that it is possible to meet the needs of the target group or student in the most effective manner (2010). From this information it may be possible to expect that Positive Behavior Support System would be more effective than ad-hoc interventions since in Positive Behavior Support System the intervention chosen is a response to the particular needs of the group or individual. Therefore, the use of Positive Behavior Support System should lead to a significant reduction in problem behaviors across students, as well as to a rise in desirable behaviors. This study has been proposed to determine whether this expectation is supported by systematic data analysis. 1.2 Statement of Problem This study attempts to answer the research question: “How do Positive Behavior Systems Affect Problem Behaviors in Students?” On the basis of previously conducted research as well as the theoretical foundations upon which Positive Behavior Support System has been developed, it is possible to suggest a research hypothesis for the study. Previous research shows that Positive Behavior Support System reduces the incidence of behavioral problems in children, as well as enhancing success with educational goals and enhancing quality of life for all stakeholders. Thus, it is possible to hypothesize that: Implementation of Positive Behavior Systems reduces discipline problems in school children. 1.3 Purpose of Study This study was proposed as an attempt to systematically observe and describe the effects of conducting school – wide Positive Behavior Support System interventions. The school in question has been conducting School-Wide Positive Behavior Support System interventions for a period of three years now, and there have been a number of undocumented observations on part of the teachers as to the success and efficacy of the system. Student feedback has shown that students appreciate the use of Positive Behavior Support System as well as benefit from it in their academic and inter-personal functioning. As most of the observations made do not get used towards further refining the use of the Positive Behavior Support System; it was believed that the systematic study of the benefits of Positive Behavior Support System in different domains of student behavior would help in understanding the extent of efficacy while also allowing the researchers to evaluate the extent to which different strategies work with different groups of students. This study was proposed as one attempt towards this end, and focuses on the extent to which Positive Behavior Support System reduces the incidence of problem behavior in students. 1.4 Limitations of Study The study has been proposed at a point when Positive Behavior Support System has been practiced at a school wide level for three years; and some of the data used would require accessing information from archives and such other sources. Although documentation of problem behaviors and the resolution of the same have been done on a regular basis; there is no way to identify the effects of errors in this data. Another concern is that the sources of the data, the teachers at the school, are also significant stakeholders in the development of the students. Thus there is a chance of a subjective bias affecting the data. A second limitation of the study is that the data collected comes from one particular school and due to this it may be difficult to generalize the results to the general population of school going children. A school can act like a closed community, and most students and their families as well as the teachers are affected by common environmental conditions. This can limit the extent to which the study results may be generalized to groups that do not share these common environmental variables. 1.5 Definition of Key Terms School-Wide Positive Behavior Support: School-wide positive behavior support is a systems approach to establishing both the overall social culture and intensive behavior supports needed to achieve academic and social success for all students (Horner et al, 2009). Positive Behavior Support System is an application of evidence-based behavioral practices within organizational systems that are designed to enhance the fidelity of implementation and sustainability of effects (Doolittle, 2006; Sugai & Horner, 2006) Positive Behaviors: This refers to all those skills that increase the likelihood of success and personal satisfaction in normative academic, work, social, recreational, community, and family settings (Carr et al, 2002). Problem Behaviors: This refers to behaviors that inhibit success, and cause disruptions for self and others (Carr et al, 2002). 1.6 Summary This study has been developed as an attempt to understand the extent of effectiveness that Positive Behavior Support System has in reducing problem behaviors in school going children; and to identify the techniques that are most useful in affecting a change in behavior. Based on existing theory and research, it has been postulated that the use of Positive Behavior Support System should lead to a reduction in the extent of problem behavior observed in a group of children and a corresponding increase in desired behaviors. The results of this study shall help in determining the course of further interventions. The research will also provide data that will help evaluate the effectiveness of the use of Positive Behavior Support System in its present day use. Chapter Two Review of Literature Positive Behavior Support System is an applied system that draws from a number of theories while remaining a dynamic and flexible system. The purpose of Positive Behavior Support System is to provide interventions that prevent problem behaviors from occurring, as well as respond to existing problems such that the problem behavior is replaced with a desired behavior. Positive Behavior Support System has been found to be effective in providing an environment that encourages effective learning and enhanced quality of life for all stake holders including teachers, parents as well as children (Carr et al, 2002). Kroeger and Phillips (2007) believe that Positive Behavior Support System plans may be considered effective when they help in achieving results that are valuable to stakeholders. These outcomes may include the acquisition of some new skills, a reduction in problem behavior, an improved quality of life for the student, his or her family, and other stakeholders. 2.1 Historical Perspective The earliest sources that Positive Behavior Support System draws from are the work of Thorndike (1913; in Hulac, Terrell, Bernstein & Vining, 2010). In his Law of Effect, Thorndike proposed that behavior that is associated with a desired response is more likely to be exhibited repeatedly; while behavior that is followed by an undesirable response is less likely to be exhibited. The response desired by any individual is one that will fulfill some need of that individual, even when the behavior in question or the response it elicits may not be considered as appropriate by others. Skinner (1938; in Hulac, Terrell, Bernstein & Vining, 2010) elaborated on this principle by postulating that this Law of Effect may be used to help modify the behaviors of individuals. As part of his theory of Operant conditioning, Skinner proposed that individuals behave in ways that maximize rewards and minimize punishments. A reward is any consequence of a behavior that the individual considers desirable; while a punishment is any consequence that the individual considers undesirable (Hulac, Terrell, Bernstein & Vining, 2010). According to this theory, individual’s exhibit what may be considered as problem behaviors because they associate a desired outcome with that behavior. In a school setting, this outcome may be gaining attention or approval from some significant other like the teacher or a friend, or to draw attention to unfulfilled needs. A problem behavior that achieves this outcome is ‘functional’ for that child, and will continue until it elicits the desired response. In order to eliminate a problem behavior it is important to ensure that it is no longer functional for that individual (Hulac, Terrell, Bernstein & Vining, 2010). It is equally important to introduce an alternative behavior that is more functional and meets the needs of the individual better than the problem behavior. 2.2 Theoretical Structure The philosophy of Positive Behavior Support System is based on a number of fields of study. On the applied side, Positive Behavior Support System is based in the theory that drives Applied Behavioral analysis, Person Centered Approach and The Inclusion movement (McIntosh, Filter, Bennett, Ryan, & Sugai, 2010). Applied behavior analysis has contributed to the theoretical structure of Positive Behavior Support System by providing a framework of the application of the principles of Operant Conditioning to individual behavior such that it is possible to assess the functionality of a behavior (2010). It has also helped in the development of intervention strategies that help in supplementing an undesirable behavior with another. The Person – Centered Approach emphasizes the value of focusing on the concerns of individual students when choosing and designing interventions, as against developing interventions for a larger group like a classroom or a school (Carr et al, 2002). This emphasis on the individual requires that the needs of particular students be considered so that the chosen interventions meet all the targeted needs of the child. Thus, the person – centered approach requires the use of both empirical data as well as personal values in the choice of interventions (Positive Behavioral Interventions and Support website, 2009). The Inclusion Movement states that an individual has the right to function as a part of larger society regardless of their challenges (Carr et al, 2002). When applied to educational settings, it discusses the possibility and the means of helping children with learning and behavioral challenges to become a part of the regular school system instead of being segregated into special needs groups (Crone, Hawken, Horner, 2010). At the same time, the movement recognizes that in order to implement this successfully; it becomes necessary to provide the child, its family and teachers with the support that they need to enable this process of inclusion. As a result of this, Positive Behavior Support System may be applied differently for each school setting, and within a school, for each particular student who requires attention. The chosen interventions may be teaching methods designed to enhance learning, as well as training, interventions and instructional techniques that address problem behavior and reduce its incidence (Positive Behavioral Interventions and Support website, 2009). 2.3 Elements of Positive Behavior Support System Positive Behavior Support System practice involves the use of four component elements: 1. Establishing long – term outcomes that are measurable as well as achievable. 2. Identification of empirically established practices that help to achieve these outcomes. 3. The use of data in monitoring progress, identifying needs, and making decisions to ensure that the individual does progress towards the desired outcome. 4. The establishment of systems supports to sustain interventions (Crone, Hawken, Horner, 2010). These elements are based in behavioral theory and draw from research in learning and conditioning principles (Lane, Kalberg & Menzies, 2009). Outcomes that are considered as part of Positive Behavior Support System practice should be such that they are effective for all significant stake-holders like parents, teachers, and the child (Crone, Hawken, Horner, 2010). It is important that the chosen outcomes are measurable so that it is possible to evaluate the extent of success and the degree of approximation achieved in respect to the final goal at intermittent steps. Long term goals that are broken down into smaller steps help in planning interventions that are specific and focused. It is also important that the chosen interventions are evidence based and not chosen for reasons of ease or simplicity (Crone, Hawken, Horner, 2010). Evidence based interventions would be those techniques that have been established as being useful in the particular context that they are about to be applied (Young, Caldarella, Richardson & Young, 2011; National Council for Community Behavioral Healthcare, 2011). It is also important to document the efficacy of intervention strategies so that it becomes possible to assess their success. The data collected can be used to assess needs of the individual and identify changes so that it is possible to make choices that help in the best approximation of the desire goal. Lastly, it is necessary to develop systems that support the teachers and parents of children such that they are able to sustain he efforts that are required to reach the desired goals (Crone, Hawken, Horner, 2010). Often, when stake-holders are not given the support they require, they can become de-motivated about taking the efforts required to reach a difficult goal. This may lead to negative experiences, failure and abandoning of efforts. Positive Behavior Support System implementation has a number of features beyond these four; and these features help in making it a valuable system for implementation in schools. These features are: Focus of Quality-of-life as well as lifestyle change A long-term / lifespan perspective and follow-up Ecological validity of techniques Social validity Active stake-holder participation Systems change Multi-component interventions Emphasis on prevention Flexibility and personalization (Carr et al, 2002). 2.4 The Three Tier Approach Positive Behavior Support System is used to enhance learning in school as well as reduce incidence of problem behavior. Problem behavior may be discussed as belonging to one of three intensity levels, from mild to severe (Bennett, Filter, McIntosh, Ryan, and Sugari, 2010). Depending on the severity of the problem, it may be considered a Tier I, II, or III concern (Young, Caldarella, Richardson & Young, 2011). Mild behavioral problems may be exhibited by any child, and these problems are rarely associated with deeper issues. They are relatively easy to respond to and also easier than others to prevent. These mild problem behaviors are exhibited by approximately 80% of the students; and are best addressed by developing clear, well structured expectations and outcome contingencies (Young, Caldarella, Richardson & Young, 2011). These issues are best dealt with by providing instruction and training to all students. Tier I issues when addressed effectively, are soon resolved and students show higher social and educational competence. Examples of Tier I strategies include training in social skills and problem solving (Young, Caldarella, Richardson & Young, 2011). Tier II issues are deeper, and are seen in approximately 15% of the population. These students do not benefit from Tier I interventions, and require more intensive attention. These students require extra time and training to achieve goals that most students achieve on their own. They may require special practice sessions, or coaching that is focused in helping them develop the skills requires to function comfortable within the classroom (Young, Caldarella, Richardson & Young, 2011). Examples of Tier II interventions would include extra coaching in subjects that the students find difficult and providing the student with a mentor who will provide a model for desired behaviors. Tier III issues are quite rare, and are only seen in 5% or less of students (Young, Caldarella, Richardson & Young, 2011). At the same time, these issues are the most difficult, and cannot be dealt with by providing generic interventions. The interventions required to deal with these issues are not only more intensive as compared to others, but also need to be provided for a longer period of time (Young, Caldarella, Richardson & Young, 2011). Often, these students require personal attention and cannot function as effectively in a larger group (Young, Caldarella, Richardson & Young, 2011). They may have other underlying issues that need to be identified and addressed. Interventions at the Tier III level include personal coaching or training; intervention strategies that involve the collaboration of more than one stake-holder and even the use of community resources (National Council for Community Behavioral Healthcare, 2011). Depending on the level of the problem; a school that uses Positive Behavior Support System can address it at one of many levels of systems that exist within a school (Lane, Kalberg & Menzies, 2009). The most generic system is the School – Wide system, where common behavioral problems are addressed by providing information about rules and consequences as well as training and informational seminars that help children understand the expectations that are made of them within the school. A smaller but generic system is that of the Classroom (Lane, Kalberg & Menzies, 2009). The classroom is useful in providing interventions that are age and grade specific, so that students are clear about the expectations made of them, and the reasons for the same (Anderson, & Spaulding, 2007). Schools can help in the development of behavioral patterns that exist outside the classroom as well by providing structure that helps identify appropriate and desirable behavior in corridors, parking space, canteen, and games areas (Lane, Kalberg & Menzies, 2009). This is included in the Non-Classroom system that is nevertheless a part of the school. Providing clear expectations and the consequences of various behaviors helps in development of the desired behavior (McIntosh, Filter, Bennett, Ryan, & Sugai, 2010). Issues that cannot be addressed at group levels may be addressed at the Individual level. This system is the most intimate, and individual concerns that are specific to a particular child are best addressed at this level (Lane, Kalberg & Menzies, 2009). 2.5 Summary We see that Positive Behavior Support System may be used at various levels within different systems to address problem behavior in students. Given the flexibility that is an inherent part of the use of Positive Behavior Support System and the dynamic nature of the interventions used, it is necessary to monitor the use of these strategies and verify their efficacy in any particular context. Due to this, it was deemed important to assess the extent to which Positive Behavior Support System had been useful in the reduction of problem behaviors (Kroeger, & Phillips, 2007) within this school system in respect to concerns at Tier I, II and III levels. This study attempts to find evidence for the efficacy of Positive Behavior Support System in a particular context so that it may be possible to discuss the utility of the existing interventions; the continued use of these intervention strategies and the introduction of new ones. References Anderson, C. M., & Spaulding, S. A. (2007). Using positive behavior support to design effective classrooms. Beyond Behavior, 16(2), 27-31. Carr, E.G., Dunlap, G., Horner, R.H., Koegel, R.L., Turnbull, A., Sailor, W., Anderson, J., Albin, R., Koegel, L.K., & Fox, L. (2002). Positive Behavior Support: Evolution of an Applied Science. Journal of Positive Behavior Interventions, 4(1), 4-16. Crone, D.A., Hawken, L.S. & Horner R.H. (2010). Responding to problem behavior in schools: the behavior education program. New York: Guilford Press. Hulac, D., Terrell, J., Bernstein, J. & Vining O. (2010). Behavioral Interventions in Schools: A Response-To-Intervention Guidebook. New York: Taylor & Francis Group. Kroeger, S. D., & Phillips, L. J. (2007). Positive Behavior Support Assessment Guide: Creating student-centered behavior plans. Assessment for Effective Intervention, 32(2), 100 – 112. Lane, K.L., Kalberg, J.R. & Menzies, H.M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York: Guilford Press. McIntosh, K., Filter, K. J., Bennett, J. L., Ryan, C., & Sugai, G. (2010). Principles of Sustainable Prevention: Designing Scale-up of School-wide Positive Behavior Support to Promote Durable Systems. Psychology in the Schools, 47, 5-21. Medley, N. S., Little, A. A., & Little, S. G. (2008). Comparing Individual Behavior Plans from Schools With and Without Schoolwide Positive Behavior Support: A Preliminary Study. Journal of Behavioral Education, 93-110. National Council for Community Behavioral Healthcare. (2011). Children’s Mental Health Prevention & Early Intervention: Schools on the Front Lines Utilizing Positive Behavior Support. Retrieved from www.TheNationalCouncil.org Positive Behavioral Interventions and Support website. (2009). Retrieved from http://www.pbis.org/ Young, E.L., Caldarella, P., Richardson, M.J. & Young K. R. (2011). Positive Behavior Support in Secondary Schools: A Practical Guide. New York: Guilford Press. Read More