School-Wide Positive Behavioral Interventions and Supports in a Residential School for Students With Emotional and Behavioral Disorders: First Years of Implementation and Maintenance Follow-Up Focus Groups

Jolivette, Kristine; Patterson, DaShaunda; Swoszowski, Nicole Cain; McDaniel, Sara C.; Kennedy, Christopher; Ennis, Robin Parks

doi:10.1080/0886571x.2014.878584

Cited by 19 publications

(37 citation statements)

References 12 publications

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“…The results also suggest a need to improve parent involvement and offer staff and parent training. The findings of this study confirm those of Jolivette et al (2014) and Simonsen et al (2010) that alternate settings employ a large number of practices that are not systematically implemented or matched to student needs. These results may explain the poor outcomes of many students served in alternate settings, including few students moving out of restrictive settings after placement (Kurth et al, 2014).…”

Section: Discussionsupporting

confidence: 69%

“…Simonsen et al found that when Tier 1 interventions were initiated, the frequency of positive feedback did not change but the quality and specificity of feedback improved and serious behavior incidents, including those involving physical restraint, decreased. Jolivette et al (2014) conducted a study with students with emotional and behavioral disorders, aged 7 to 17 years, served in a residential school due to physically aggressive behavior. Similar to Simonsen et al, secondary and tertiary interventions were in place.…”

Section: Implementation Of Swpbis In Alternate Settingsmentioning

confidence: 99%

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School-Wide Positive Behavioral Interventions and Supports

Schelling

Harris

2016

Journal of Positive Behavior Interventions

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Implementation of school-wide positive behavioral interventions and supports (SWPBIS) in K-12 schools is well documented in the literature. However, far less documentation can be found in the literature related to its implementation with students with significant intellectual and other developmental disabilities being served in either typical or alternate school settings. The purpose of this study was to highlight features of implementation of SWPBIS in alternate educational settings serving students with significant disabilities. Special education administrators situated in alternate educational settings across one Midwestern state completed a questionnaire indicating level of implementation of various SWPBIS components. Results indicated that although most respondents were engaged in implementation of SWPBIS, overall implementation was fairly low. Limitations and implications of the study for implementing the components of SWPBIS with students with significant disabilities are discussed. Keywords school-wide positive behavioral interventions and supports, alternate school setting, significant intellectual disability, severe disability at WEST VIRGINA UNIV on June 5, 2016 pbi.sagepub.com Downloaded from Research Question 1: To what extent are schools serving SwSD in one state implementing SWPBIS? Research Question 2: Of the schools currently implementing, what are the perceptions of administrators related to level of implementation of the various components of SWPBIS? Method ParticipantsThe study was conducted in the state of Michigan. Participants were selected through a convenience sampling at WEST VIRGINA UNIV on June 5, 2016 pbi.sagepub.com Downloaded from

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Section: Discussionsupporting

confidence: 69%

Section: Implementation Of Swpbis In Alternate Settingsmentioning

confidence: 99%

School-Wide Positive Behavioral Interventions and Supports

Schelling

Harris

2016

Journal of Positive Behavior Interventions

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“…Vagueness, repetition and complexity can muddle the boy's understanding and thus hamper compliance. Participants mentioned the importance of these rules and boundaries being consistent in all the different settings, and the consequences for not following these rules and boundaries should also be the same in the different settings, a view which is also supported by research literature (Conroy, Sutherland, Snyder & Marsh, 2008;Jolivette et al, 2014). Therefore in the context of a clinic school it is important that the different role players have regular meetings to discuss a specific boy's behaviour in order to implement the same rules, boundaries and consequences for not following these guidelines.…”

Section: Structure Environment To Accommodate Specific Needsmentioning

confidence: 66%

“…These rules should rather focus on what the boy should do than should not do. This will make for a more positive approach (Jolivette, Patterson, Swoszowski, McDaniel, Kennedy & Ennis, 2014;Mundschenk et al, 2011). Vagueness, repetition and complexity can muddle the boy's understanding and thus hamper compliance.…”

Section: Structure Environment To Accommodate Specific Needsmentioning

confidence: 99%

Conceptualising a Proposed Support Strategy for Sexually Abused Boys in Middle Childhood

Steyn¹,

Wyk

Kitching

2017

SWORK

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Male child sexual abuse in middle childhood has serious effects with the increased risk of development of various mental illnesses and disorders, as well as extreme forms of emotional and behavioural problems. This study conceptualises a proposed support strategy for sexually abused boys in their middle childhood placed in a clinic school. The proposed support strategy involves three main facets, namely the strengthening of the sexually abused boy as an individual; sustaining a deep, trusting relationship; and the facilitation of a sustainable supportive context for these boys.

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“…(Jing Qi & Amy Ha, 2012). Researchers report (Jolivette, et al, 2014;Wagner & Cameto, 2004;Wagner, Newnan, Cameto, & Levine, 2005) that some students with EBD due to their inadequate behaviour (argue with school personnel, fight with others during instructional contexts, do not control their behaviour appropriately in school situations) may receive educational services delivered in more restrictive settings (self-contained class, alternative schools, residential facilities, secure juvenile justice settings). Lehr (2004) found that most states in US are relying on these alternative settings to serve students with EBD and challenging behaviours, as result of this between 33% and 75% of students in alternative settings may be identified as having EBD.…”

mentioning

confidence: 99%

Assessment of Emotional and Behaviour Disorders of Girls Living in Restricted Environment and Intervention Strategies Through Physical Activity

Rėklaitienė¹,

Gaižauskienė²,

Ostasevičienė³

et al. 2018

BJSHS

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Background. Students with emotional and behavioural disorders (EBD) represent one of the most challenging groups not only to provide effective educational services, but often present complex challenges for schools, families, and society. There is a lack of information about concrete research-based interventions and practices which could be helpful for delinquent students with EBD to cope with problem behaviour more effectively. The aim of the study was to assess the emotional and behaviour disorders of girls living in socialization centres and to review intervention strategies for changing behaviour through physical activity. Methods. The study was conducted in two Children Socialization Centres where 50 girls aged 12 – 18 are housed following the decision of Child Welfare Commission. Behaviour Assessment System for Children (BASC-2), a Self-Report Personality Scale was used to find out emotional and behavioural disorders of girls. Results. Analysis of our study results reveals that the girls with delinquent behaviour living in CSC show the risk of having problems in school, high level of social stress, anxiety, sense of inadequacy, atypicality, attention problems, hyperactivity and lower levels of self-esteem, self-reliance, interpersonal relations. The results support the conclusions of other studies which found significant relations between EBD students and weak levels of social skills, self-esteem and self-efficacy, cooperation.Conclusion. Sport and physical activity settings are effective intervention setting for creation, practicing and maintenance of pro-social behaviour and emotion managing; furthermore those skills could be transferred to community settings in everyday life. The best education setting for EBD students could be provided in inclusive environment, where the positive behaviour skills could be copied and maintained.

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School-Wide Positive Behavioral Interventions and Supports in a Residential School for Students With Emotional and Behavioral Disorders: First Years of Implementation and Maintenance Follow-Up Focus Groups

Cited by 19 publications

References 12 publications

School-Wide Positive Behavioral Interventions and Supports

School-Wide Positive Behavioral Interventions and Supports

Conceptualising a Proposed Support Strategy for Sexually Abused Boys in Middle Childhood

Assessment of Emotional and Behaviour Disorders of Girls Living in Restricted Environment and Intervention Strategies Through Physical Activity

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