Classroom Instructional Ecology and School-Wide Positive Behavior Support

Abstract

Addressing increasing levels of disruptive behavior and improving discipline is a national matter. The challenge is intensified by teachers' concerns about the growing inclusion of students with emotional and behavioral problems in general education classrooms and the general levels of diversity common in America's schools. Removing children with persistent problems from the classroom has commonly been viewed as the solution to maintaining order and security in schools. Recently, proactive, school-wide approaches have come to the fore in discussions of alternative best practices in meeting the discipline challenge and improvements in child behavior indicators have been reported. The purpose of this investigation was to document and compare effects of a school-wide positive behavior support program on the instructional ecology in elementary school classrooms. Treatment fidelity data provided support for the integrity of teachers' use of the program.

Total on-task behavior was significantly higher and off-task behavior was significantly lower in targeted classrooms than in comparison classrooms. Significant on-task differences were indicated in hand raising behaviors as well as paying attention. Significant off-task differences were indicated in talking inappropriately and engaging in appropriate tasks. The outcomes are discussed with regard to the importance of continuing efforts to establish the value of positive behavior support programs and improve the educational lives of all students.

Key Words:

• Discipline
• school-wide discipline
• positive behavior support
• primary level behavior interventions
• elementary school discipline