524
Views
1
CrossRef citations to date
0
Altmetric
Research Articles

Student perceptions of behavior and discipline: a PBIS survey for student voice

, , &

References

  • Algozzine, B., Barrett, S., Eber, L., George, H., Horner, R., Lewis, T., Putnam, B., Swain–Bradway, J., McIntosh, K., Sugai, G. (2014). School–wide PBIS Tiered Fidelity Inventory. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. www.pbis.org.
  • Awang, Z. (2012). Structural equation modeling using AMOSgraphic. Penerbit UniversitiTeknologi MARA. UiTM Press.
  • Bal, A. (2018). Culturally responsive positive behavioral interventions and supports: A process–oriented framework for systemic transformation. Review of Education, Pedagogy, and Cultural Studies, 40(2), 144–174. https://doi.org/10.1080/10714413.2017.1417579
  • Banks, T., & Obiakor, F. E. (2015). Culturally responsive positive behavior supports: Considerations for practice. Journal of Education and Training Studies, 3(2), 83–90. https://doi.org/10.11114/jets.v3i2.636
  • Bates, D., Mächler, M., Bolker, B., & Walker, S. (2015). Fitting linear mixed–effects models using lme4. Journal of Statistical Software, 67(1), 1–48. https://doi.org/10.18637/jss.v067.i01
  • Bear, G. G., Yang, C., & Pasipanodya, E. (2015). Assessing school climate: Validation of a brief measure of the perceptions of parents. Journal of Psychoeducational Assessment, 33(2), 115–129. https://doi.org/10.1177/0734282914545748
  • Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588–606. https://doi.org/10.1037/0033–2909.88.3.588
  • Bradshaw, C. P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school–wide positive behavioral interventions and supports: Findings from a group–randomized effectiveness trial. Prevention Science: The Official Journal of the Society for Prevention Research, 10(2), 100–115. https://doi.org/10.1007/s11121–008–0114–9
  • Caetano, A., Freire, I., & Machado, E. (2020). Student voice and participation in intercultural education. Journal of New Approaches in Educational Research, 9(1), 57–73. https://doi.org/10.7821/naer.2020.1.458
  • Daily, S. M., Mann, M. J., Kristjansson, A. L., Smith, M. L., & Zullig, K. J. (2019). School climate and academic achievement in middle and high school students. The Journal of School Health, 89(3), 173–180. https://doi.org/10.1111/josh.12726
  • Dunn, T. J., Baguley, T., & Brunsden, V. (2014). From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation. British Journal of Psychology (London, England: 1953), 105(3), 399–412. https://doi.org/10.1111/bjop.12046
  • Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(3–4), 327–350. https://doi.org/10.1007/s10464–008–9165–0
  • Estrapala, S., Rila, A., & Bruhn, A. L. (2021). A systematic review of tier 1 PBIS implementation in high schools. Journal of Positive Behavior Interventions, 23(4), 288–302. https://doi.org/10.1177/1098300720929684
  • Fefer, S. A., & Gordon, K. (2020). Exploring perceptions of school climate among secondary students with varying discipline infractions. International Journal of School & Educational Psychology, 8(3), 174–183. https://doi.org/10.1080/21683603.2018.1541033
  • Feuerborn, L., Tyre, A., & Beaudoin, K. (2018). Classified staff perceptions of behavior and discipline: Implications for schoolwide positive behavior supports. Journal of Positive Behavior Interventions, 20(2), 101–112. https://doi.org/10.1177/1098300717733975
  • Feuerborn, L., Tyre, A., & King, J. (2015). The Staff Perceptions of Behavior and Discipline (SPBD) Survey: A tool to help achieve systemic change through schoolwide positive behavior supports. Journal of Positive Behavior Interventions, 17(2), 116–126. https://doi.org/10.1177/1098300714556675
  • Feuerborn, L., Tyre, A., & Zečević, M. (2019). Factor validation of the Staff Perceptions of Behavior and Discipline (SPBD) survey. Remedial and Special Education, 40(1), 32–39. https://doi.org/10.1177/0741932518775741
  • Feuerborn, L., Wallace, C., & Tyre, A. (2016). A qualitative analysis of middle and high school teacher perceptions of schoolwide positive behavior supports. Journal of Positive Behavior Interventions, 18(4), 219–229. https://doi.org/10.1177/1098300716632591
  • Gage, N. A., Larson, A., Sugai, G., & Chafouleas, S. M. (2016). Student perceptions of school climate as predictors of office discipline referrals. American Educational Research Journal, 53(3), 492–515. https://doi.org/10.3102/0002831216637349
  • Garbacz, S. A., Hirano, K., McIntosh, K., Eagle, J. W., Minch, D., & Vatland, C. (2018). Family engagement in schoolwide positive behavioral interventions and supports: Barriers and facilitators to implementation. School Psychology Quarterly: The Official Journal of the Division of School Psychology, American Psychological Association, 33(3), 448–459. https://doi.org/10.1037/spq0000216
  • Goodman–Scott, E., Hays, D. G., & Cholewa, B. E. (2018). ‘It takes a village’: A case study of positive behavioral interventions and supports implementation in an exemplary urban middle school. The Urban Review, 50(1), 97–122. https://doi.org/10.1007/s11256–017–0431–z
  • Green, A. L., Cohen, D. R., & Stormont, M. (2019). Addressing and preventing disproportionality in exclusionary discipline practices for students of color with disabilities. Intervention in School and Clinic, 54(4), 241–245. https://doi.org/10.1177/1053451218782437
  • Gregory, A., Skiba, R. J., & Mediratta, K. (2017). Eliminating disparities in school discipline: A framework for intervention. Review of Research in Education, 41(1), 253–278. https://doi.org/10.3102/0091732X17690499
  • Harrison, J. R., State, T. M., Evans, S. W., & Schamberg, T. (2016). Construct and predictive validity of social acceptability: Scores from high school teacher ratings on the School Intervention Rating Form. Journal of Positive Behavior Interventions, 18(2), 111–123. https://doi.org/10.1177/1098300715596135
  • Houchens, G. W., Zhang, J., Davis, K., Niu, C., Chon, K. H., & Miller, S. (2017). The impact of positive behavior interventions and supports on teachers’ perceptions of teaching conditions and student achievement. Journal of Positive Behavior Interventions, 19(3), 168–179. https://doi.org/10.1177/1098300717696938
  • Kaiser, H. F., & Rice, J. (1974). Little jiffy, mark IV. Educational and Psychological Measurement, 34(1), 111–117. https://doi.org/10.1177/001316447403400115
  • Kelley, K. (2020). MBESS: The MBESS R Package. R package version 4.8.0. https://CRAN.R–project.org/package=MBESS
  • Kennedy, M. J., Mimmack, J., & Flannery, K. B. (2012). Innovation in data–driven decision making within SWPBIS systems: Welcome to the gallery walk. Beyond Behavior, 21(3), 8–14. https://doi.org/10.1177/107429561202100303
  • Koth, C. W., Bradshaw, C. P., & Leaf, P. J. (2008). A multilevel study of predictors of student perceptions of school climate: The effect of classroom–level factors. Journal of Educational Psychology, 100(1), 96–104. https://doi.org/10.1037/0022–0663.100.1.96
  • Kuznetsova, A., Brockhoff, P. B., & Christensen, R. H. B. (2017). merTest Package: Tests in linear mixed effects models. Journal of Statistical Software, 82(13), 1–26. (URL:). https://doi.org/10.18637/jss.v082.i13
  • La Salle, T. P., McIntosh, K., & Eliason, B. M. (2018). School climate survey suite administration manual. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. University of Oregon.
  • Leverson, M., Smith, K., McIntosh, K., Rose, J., & Pinkelman, S. (2021). PBIS cultural responsiveness field guide: Resources for trainers and coaches. Office of Special Education Programs Technical Assistance Center on Positive Behavioral Interventions and Supports,1–55.
  • Martinez, S., Kern, L., Hershfeldt, P., George, H. P., White, A., Flannery, B., & Freeman, J. (2019). High school PBIS implementation: Student voice. Technical Assistance Center on Positive Behavioral Interventions and Supports , 1–6.
  • Mayes, E., Black, R., & Finneran, R. (2021). The possibilities and problematics of student voice for teacher professional learning: Lessons from an evaluation study. Cambridge Journal of Education, 51(2), 195–212. https://doi.org/10.1080/0305764X.2020.1806988
  • McDaniel, S. C., Kim, S., & Guyotte, K. W. (2017). Perceptions of implementing positive behavior interventions and supports in high–need school contexts through the voice of local stakeholders. Journal of at–Risk Issues, 20(2), 35–44.
  • McIntosh, K., Gion, C., & Bastable, E. (2018). Do schools implementing SWPBIS have decreased racial and ethnic disproportionality in school discipline. PBIS evaluation brief. OSEP National Technical Assistance Center on Positive Behavioral Interventions and Supports.
  • McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (2013). Factors related to sustained implementation of schoolwide positive behavior support. Exceptional Children, 79(3), 293–311. https://doi.org/10.1037/e676532011–001
  • Messick, S. (1989). Meaning and values in test validation: The science and ethics of assessment. Educational Researcher, 18(2), 5–11. https://doi.org/10.3102/0013189X018002005
  • Mitchell, M. M., & Bradshaw, C. P. (2013). Examining classroom influences on student perceptions of school climate: The role of classroom management and exclusionary discipline strategies. Journal of School Psychology, 51(5), 599–610. https://doi.org/10.1016/j.jsp.2013.05.005
  • Mitra, D. L., & Gross, S. J. (2009). Increasing student voice in high school reform. Building partnerships, improving outcomes. Educational Management Administration & Leadership, 37(4), 522–543. https://doi.org/10.1177/1741143209334577
  • Molloy, L. E., Moore, J. E., Trail, J., Van Epps, J. J., & Hopfer, S. (2013). Understanding real–world implementation quality and “active ingredients” of PBIS. Prevention Science: The Official Journal of the Society for Prevention Research, 14(6), 593–605. https://doi.org/10.1007/s11121–012–0343–9
  • Nese, R. N. T., Nese, J. F. T., McIntosh, K., Mercer, S. H., & Kittelman, A. (2019). Predicting latency of reaching adequate implementation of tier I schoolwide positive behavioral interventions and supports. Journal of Positive Behavior Interventions, 21(2), 106–116. https://doi.org/10.1177/1098300718783755
  • Nowlis, S. M., Kahn, B. E., & Dhar, R. (2002). Coping with ambivalence: The effect of removing a neutral option on consumer attitude and preference judgments. Journal of Consumer Research, 29(3), 319–334. https://doi.org/10.1086/344431
  • Olsen, J., Preston, A. I., Algozzine, B., Algozzine, K., & Cusumano, D. (2018). A review and analysis of selected school climate measures. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 91(2), 47–58. https://doi.org/10.1080/00098655.2017.1385999
  • Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323–367. https://doi.org/10.3102/00346543070003323
  • Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher–student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In Handbook of research on student engagement (pp. 365–386). https://doi.org/10.1007/978–1–4614–2018–7_17
  • R Core Team. (2020). R: A language and environment for statistical computing. R Foundation for Statistical Computing. https://www.R–project.org/.
  • Revelle, W. (2019). psych: Procedures for Personality and Psychological Research. Northwestern University. https://CRAN.R–project.org/package=psych Version 1.9.12.
  • Rosseel, Y. (2012). Lavaan: An R package for structural equation modeling and more. Version 0.5–12 (BETA). Journal of Statistical Software, 48(2), 1–36. https://doi.org/10.18637/jss.v048.i02
  • Shukla, K., Konold, T., & Cornell, D. (2016). Profiles of student perceptions of school climate: Relations with risk behaviors and academic outcomes. American Journal of Community Psychology, 57(3-4), 291–307. https://doi.org/10.1002/ajcp.12044
  • Simms, L. J., Zelazny, K., Williams, T. F., & Bernstein, L. (2019). Does the number of response options matter? Psychometric perspectives using personality questionnaire data. Psychological Assessment, 31(4), 557–566. https://doi.org/10.1037/pas0000648
  • Skiba, R. J., Horner, R. H., Chung, C. G., Rausch, M. K., May, S. L., & Tobin, T. (2011). Race is not neutral: A national investigation of African American and Latino disproportionality in school discipline. School Psychology Review, 40(1), 85–107. https://doi.org/10.1080/02796015.2011.12087730
  • Steiger, J. H. (2007). Understanding the limitations of global fit assessment in structural equation modeling. Personality and Individual Differences, 42(5), 893–898. https://doi.org/10.1016/j.paid.2006.09.017
  • Sugai, G., & Horner, R. R. (2006). A promising approach for expanding and sustaining school–wide positive behavior support. School Psychology Review, 35(2), 245–259. https://doi.org/10.1080/02796015.2006.12087989
  • Sugai, G., Horner, R. H., Todd, A. W. (2009). PBIS Self–assessment survey. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. www.pbis.org.
  • Taines, C. (2014). Educators and youth activists: A negotiation over enhancing students’ role in school life. Journal of Educational Change, 15(2), 153–178. https://doi.org/10.1007/s10833–013–9220–y
  • Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357–385. https://doi.org/10.3102/0034654313483907
  • Tobin, T. J., & Vincent, C. G. (2011). Strategies for preventing disproportionate exclusions of African American students. Preventing School Failure: Alternative Education for Children and Youth, 55(4), 192–201. https://doi.org/10.1080/1045988X.2010.532520
  • Tyre, A., Feuerborn, L., Beaudoin, K., & Bruce, J. (2020). Middle school teachers’ concerns for implementing the principles of SWPBIS. Journal of Positive Behavior Interventions, 22(2), 93–104. https://doi.org/10.1177/1098300719867858
  • Uslu, F., & Gizir, S. (2017). School belonging of adolescents: The role of teacher–student relationships, peer relationships and family involvement. Educational Sciences: Theory & Practice, 17(1), 63–82. https://doi.org/10.12738/estp.2017.1.0104
  • Vieno, A., Perkins, D. D., Smith, T. M., & Santinello, M. (2005). Democratic school climate and sense of community in school: A multilevel analysis. American Journal of Community Psychology, 36(3–4), 327–341. https://doi.org/10.1007/s10464-005-8629-8
  • Vincent, C. G., Randall, C., Cartledge, G., Tobin, T. J., & Swain–Bradway, J. (2011). Toward a conceptual integration of cultural responsiveness and schoolwide positive behavior support. Journal of Positive Behavior Interventions, 13(4), 219–229. https://doi.org/10.1177/1098300711399765
  • Voight, A., Hanson, T., O’Malley, M., & Adekanye, L. (2015). The racial school climate gap: Within–school disparities in students’ experiences of safety, support and connectedness. American Journal of Community Psychology, 56(3-4), 252–267. https://doi.org/10.1007/s10464–015–9751–x
  • Way, N., Reddy, R., & Rhodes, J. (2007). Student perceptions of school climate during the middle school years: Associations with trajectories of psychological and behavioral adjustment. American Journal of Community Psychology, 40(3-4), 194–213. https://doi.org/10.1007/s10464–007–9143–y
  • Zakszeski, B., Rutherford, L., Heidelburg, K., & Thomas, L. (2021). In pursuit of equity: Discipline disproportionality and SWPBIS implementation in urban schools. School Psychology, 36(2), 122–130. https://doi.org/10.1037/spq0000428
  • Zullig, K. J., Koopman, T. M., Patton, J. M., & Ubbes, V. A. (2010). School climate: Historical review, instrument development, and school assessment. Journal of Psychoeducational Assessment, 28(2), 139–152. https://doi.org/10.1177/0734282909344205
  • Zysberg, L., & Schwabsky, N. (2021). School climate, academic self–efficacy and student achievement. Educational Psychology, 41(4), 467–482. https://doi.org/10.1080/01443410.2020.1813690

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.