A Systematic Review of Tier 1 PBIS Implementation in High Schools

Estrapala, Sara; Rila, Ashley; Bruhn, Allison L.

doi:10.1177/1098300720929684

Cited by 16 publications

(16 citation statements)

References 42 publications

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“…Finally, this study is limited to elementary schools. Future research should extend the examination of the T2I2 framework or other adaptive Tier 2 frameworks to middle and high schools, as there are fewer secondary schools implementing PBIS and they tend to be understudied (Estrapala et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Evaluating School-Level Student Outcomes of a Systematic Tier 2 Framework

McDaniel

Cohen

Bruhn

2021

Behavioral Disorders

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Targeted Tier 2 interventions are critical to supporting students with challenging behavior and decreasing the resources associated with highly individualized and intense interventions. This study extends findings from recent single-case design studies and case example applications of the Tier 2 Identification and Intervention framework with the first large-scale evaluation of school-level outcomes following district implementation. We employed a pretest–posttest design within one large urban school district ( N = 23,042 students) to evaluate school-level discipline outcomes for elementary schools who received training and coaching on the Tier 2 framework. Fidelity (i.e., Tiered Fidelity Inventory) and school-level demographics (e.g., poverty status, race) were entered as covariates into the generalized linear models. Results indicated statistically significant decreases in office discipline referrals and in-school suspensions for schools with adequate Tier 2 fidelity. Implications, limitations, and future directions are discussed.

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Section: Discussionmentioning

confidence: 99%

Evaluating School-Level Student Outcomes of a Systematic Tier 2 Framework

McDaniel

Cohen

Bruhn

2021

Behavioral Disorders

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“…According to Flannery and McGrath Kato (2016), it was not until 2014–2015 that more high schools in the United States began implementing PBIS. Therefore, published research examining high schools use of PBIS is emerging (Estrapala et al, 2021). The dearth of praise (or other strategies used to strengthen student appropriate behavior) and PBIS research at the secondary level may go hand-in-hand because praise is a key PBIS practice.…”

Section: Positive Behavioral Intervention and Supportsmentioning

confidence: 99%

Middle and high school praise: A systematic review of the literature.

Floress,

Luh,

Heuermann

et al. 2024

School Psychology

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Despite the existing research and evidence for teacher praise, this strategy has been studied less frequently in secondary school settings. To better understand and support teacher praise across all school settings, it is important to understand gaps in the literature, especially related to middle and high school settings. In this review, we examined middle and high school praise research by screening a total of 523 unique abstracts and identified, reviewed, and coded 32 empirical studies. A study was included if (a) praise was the focus (i.e., identified as either an independent or dependent variable), (b) the study was empirical and peer-reviewed, (c) at least 51% of the sample included middle or high school students, (d) praise involved teachers praising students (rather than student-to-student praise), and (e) the study took place in a school/classroom setting. Descriptive methods were used to identify and code praise themes. We found most studies (71%) examined the effects of teacher praise on student behavior or the effects of teacher training on teachers' use of praise. Few studies examined praise preferences at the secondary level. We also summarized the methodological characteristics and findings from 32 studies and provide recommendations for future research and practice. Impact and ImplicationsMost middle and high school praise research has focused on the efficacy of praise and praise training. Few studies have focused on praise preference at the secondary level. Additional research on praise preference may increase acceptability and use of this strategy among secondary teachers.

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“…Research reviews and meta-analyses focus mostly on general classroom management practices (Korpershoek et al, 2016;Hepburn and Beamish, 2019), or programs (Oliver et al, 2011;Korpershoek et al, 2016;Freiberg et al, 2020). Further, research reviews focus on specific classroom management strategies in accordance with the behavioral approach, such as Positive Behavioral Interventions and Support (PBIS) practices (Hepburn and Beamish, 2019;Estrapala et al, 2020). However, little attention is given to the student-centered or humanistic approach to behavior management and to student-centered communication strategies that are used directly in response to student behavior.…”

Section: A Responsive Student-centered Approach To Behavior Managementmentioning

confidence: 99%

Student-centered teacher responses to student behavior in the classroom: A systematic review

Karasova

Nehyba

2023

Front. Educ.

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IntroductionEffective communication skills are essential for successful behavior management in the classroom. Teachers who can respond proactively and in a student-centered manner can create a positive and productive learning environment. However, the empirical support for student-centered communication practices in behavior management is limited.MethodsTo address this gap, a systematic literature review was conducted to identify the characteristics of student-centered behavior management strategies that lead to lower behavior problems and increased student engagement. The review utilized a PRISMA protocol to ensure the rigor of the study selection process.ResultsFive main categories were identified that characterize student-centered behavior management responses. A table of 24 communication strategies was presented based on the findings of the review. The study also discussed the further impact of these strategies on student motivation, learning outcomes, responsibility, and interpersonal classroom climate.DiscussionThe findings of this study highlight the importance of effective communication skills in behavior management and provide valuable insights for teachers to improve their practice. By implementing these student-centered communication strategies, teachers can manage the classroom effectively, creating a more positive and productive learning environment and supporting students in achieving better learning outcomes.

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A Systematic Review of Tier 1 PBIS Implementation in High Schools

Cited by 16 publications

References 42 publications

Evaluating School-Level Student Outcomes of a Systematic Tier 2 Framework

Evaluating School-Level Student Outcomes of a Systematic Tier 2 Framework

Middle and high school praise: A systematic review of the literature.

Student-centered teacher responses to student behavior in the classroom: A systematic review

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