A Descriptive Study of School-Based Problem-Solving

Todd, Anne W.; Algozzine, Bob; Horner, Robert H.; Preston, Angela I.; Cusumano, Dale; Algozzine, Kate

doi:10.1177/1063426617733717

Cited by 7 publications

(3 citation statements)

References 31 publications

(41 reference statements)

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“…We learned that teachers were more likely to be successful if they established, for example, clearly stated and positive classroom expectations, handled behavioral rule infractions similarly to how they handle academic errors, directly taught typical daily routines, integrated behavior and instructional management, set and communicated high performance expectations, maintained a brisk instructional pacing, promoted efficient transitions, precorrected just prior to challenging activities, provided positive reinforcement, and promoted self-management (Engelmann & Carnine, 1991;Scott, 2017;Scott, Hirn, & Cooper, 2017;Simonsen & Myers, 2015;Walker, Colvin, & Ramsey, 1996). In addition, the design of individual student behavior support plans and classroom management protocols needed to be applied in a formative, whole-school format (Colvin, Kame'enui, & Sugai, 1993;Simonsen et al, 2014) in which local data guide contextually and culturally relevant adaptations (Todd et al, 2017).…”

mentioning

confidence: 99%

Sustaining and Scaling Positive Behavioral Interventions and Supports: Implementation Drivers, Outcomes, and Considerations

Sugai¹,

Horner²

2019

Exceptional Children

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Positive behavior interventions and supports (PBIS) was first introduced with the reauthorization of the Individuals with Disabilities Education Act in 1997. In this article, we describe the 25-year history of the PBIS implementation experience, including the core features of PBIS as a multitiered framework and the process and outcomes for implementing PBIS across over 26,000 schools. We also summarize the national outcome data of PBIS implementation and conclude with a discussion of future directions and considerations, focusing on sustainability and scaling.

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mentioning

confidence: 99%

Sustaining and Scaling Positive Behavioral Interventions and Supports: Implementation Drivers, Outcomes, and Considerations

Sugai¹,

Horner²

2019

Exceptional Children

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“…The PBIS literature base contains numerous examples of and specific recommendations for teaming systems across all three tiers (e.g., required team members’ expertise, recommended frequency of team meetings, protocols for leading effective meetings; Horner et al, 2018; Todd et al, 2019). However, in typical practice, team configurations and teaming practices can vary widely across schools and districts based on local contextual factors and available resources.…”

Section: Teaming In Typical Practicementioning

confidence: 99%

Examining Teaming and Tier 2 and 3 Practices Within a PBIS Framework

Nese

Kittelman

Strickland–Cohen

2021

Journal of Positive Behavior Interventions

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One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully adopt and sustain implementation of multi-tiered systems of behavior support. However, more research is currently needed to better understand the various teaming configurations, structures, and practices commonly used by PBIS teams in typical schools, particularly at advanced tiers. For the current study, members of school and district PBIS teams representing 718 schools were surveyed to better understand (a) teaming configurations and practices currently being used in schools implementing PBIS and (b) common interventions that PBIS teams report implementing at Tiers 2 and 3. Survey findings are discussed, along with implications of those results for future research and practice in applied settings.

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“…SETS learning is the concern of many parties because through SETS learning it can improve the quality of education (Qiao, 2020;Bakhtiar, 2020;Wieselmann, 2020). SETS learning includes learning that is recommended to integrate the material being studied by students with aspects of science, environment, technology, and society (Todd, 2019;Sagala, 2019;Kanadlı, 2019;National Science Board, 2020;Levin, 2020). Technology in SETS learning functions as a problem-solving tool and as a tool for deliv ering learning materials (Yang, 2020;.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Nyerayo Based SETS Learning on Student's Scientific Literacy

2023

pegegog

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This study aims to describe the effect of the Nyerayo-based Science, Environment, Technology, and Society learning model on the scientific literacy skills of elementary school students in East Kluet District, South Aceh Regency. Learning Scıence, Environment, Technology, Society (SETS) has an important role in improving the scientific literacy and cooperation skills of Elementary School students. This research includes research that uses a quasi-experimental method with nonequivalent control group design. The population in this study amounted to 182 fifth grade elementary school students and the sample of this study consisted of 17 male students and 37 female students with a total of 54 students. The research data was obtained through multiple choice test instruments on scientific literacy skills. The data obtained were analyzed using an independent sample t test. The results of this study indicate that Nyerayo -based Science, Environment, Technology, and Society learning has a significant effect on students' scientific literacy skills based on a significance value of 0.00 < 0.05.

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A Descriptive Study of School-Based Problem-Solving

Cited by 7 publications

References 31 publications

Sustaining and Scaling Positive Behavioral Interventions and Supports: Implementation Drivers, Outcomes, and Considerations

Sustaining and Scaling Positive Behavioral Interventions and Supports: Implementation Drivers, Outcomes, and Considerations

Examining Teaming and Tier 2 and 3 Practices Within a PBIS Framework

The Effect of Nyerayo Based SETS Learning on Student's Scientific Literacy

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