Schoolwide PBIS in High Schools

Flannery, K. B.; Pinkney, Christopher J.; Kato, Masahide; Swain-Bradway, Jessica

doi:10.4324/9780203102954-21

Cited by 2 publications

(2 citation statements)

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“…As such, many self-report age-appropriate transition assessments lack this type of validity evidence. Moreover, within the context of MTSS, best practices encourage data teams to examine multiple sources of self-report and school data that include similar variables (Flannery et al, 2019; Freeman et al, 2021). Findings from the current study support the notion that age-appropriate transition assessment could be better aligned with schoolwide efforts to promote and support CCR for all students (Morningstar et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Establishing Construct Validity of a Measure of Adolescent Perceptions of College and Career Readiness

Lombardi

Rifenbark

Rogers

et al. 2022

Career Development and Transition for Exceptional Individuals

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The purpose of this study was to establish construct validity of a college and career readiness measure using a sample of youth with ( n = 356) and without ( n = 1,599) disabilities from five high schools across three states. We established content validity through expert item review, structural validity through initial field-testing, and convergent validity by correlating domain scores with school academic and behavioral data. A four-factor measurement model emerged representing the domains Ownership of Learning, Academic Engagement and Processes, Interpersonal Engagement, and Career Development. Domain scores were significantly correlated with achievement, college admission exam scores, and attendance. Implications for research and practice with an emphasis on transition service delivery via multi-tiered systems of support are discussed.

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Section: Discussionmentioning

confidence: 99%

Establishing Construct Validity of a Measure of Adolescent Perceptions of College and Career Readiness

Lombardi

Rifenbark

Rogers

et al. 2022

Career Development and Transition for Exceptional Individuals

View full text Add to dashboard Cite

show abstract

“…Regardless, student responses point to the potential impact school staff can have on students when introducing PBIS as a new program. Experts suggest explaining the “why” behind school initiatives is a critical step in achieving buy-in from school staff and students alike (Flannery et al, 2018). Our results suggest additional training and technical assistance may be warranted to prepare school leadership teams to effectively communicate the rationale behind PBIS and its core features to their student bodies.…”

Section: Discussionmentioning

confidence: 99%

Student Perspectives on Implementation and Impact of Positive Behavioral Interventions and Supports (PBIS) in Their Middle Schools

Lloyd

Carter

Hine

et al. 2022

Journal of Positive Behavior Interventions

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Positive Behavioral Interventions and Supports (PBIS) is an evidence-based framework for promoting positive school climates and improving student social and behavioral outcomes. Yet secondary schools have lagged behind elementary schools in their adoption and implementation of PBIS. The transition from elementary to middle school is marked by a host of developmental and environmental changes that creates a critical window for establishing supportive school environments. We conducted a series of focus groups with middle school students ( n = 45) attending PBIS schools to learn about their views and understandings of PBIS, the perceived impact of these programs, the extent to which they were involved in PBIS, and their recommendations for improving their school’s program. Although middle school students’ understanding of PBIS was often focused on their acknowledgment system, students identified a range of impacts beyond improving student behavior. Students also expressed a desire for more transparent communication between staff and students, and more opportunities for students to be actively involved in their school’s program. We discuss the implications of these findings with respect to increasing the uptake and impact of PBIS in secondary schools.

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Schoolwide PBIS in High Schools

Cited by 2 publications

References 0 publications

Establishing Construct Validity of a Measure of Adolescent Perceptions of College and Career Readiness

Establishing Construct Validity of a Measure of Adolescent Perceptions of College and Career Readiness

Student Perspectives on Implementation and Impact of Positive Behavioral Interventions and Supports (PBIS) in Their Middle Schools

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