Whole‐school positive behaviour support: effects on student discipline problems and academic performance

Luiselli, James K.; Putnam, Robert F.; Handler, Marcie W.; Feinberg, Adam B.

doi:10.1080/0144341042000301265

Cited by 249 publications

(185 citation statements)

References 35 publications

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“…This system is often characterised by the use of individual student behaviour support plans (Luiselli et al 2005) and has a number of critical components that are applied behaviour analytic (ABA) in origin: (1) consensusdriven behaviour expectations must be established; (2) critical interpersonal skills must be targeted; (3) there must be systematic positive reinforcement for meeting and exceeding performance criteria; (4) intervention efficacy must be monitored continuously through data collection and analysis; (5) all relevant parties (pupils, teachers, administrators and parents) must participate in the processes of behaviour change; (6) reactive, punitive and exclusionary strategies should be reduced in favour of a proactive, preventive and skillbuilding orientation. Preliminary outcome data suggest that the implementation of this system is associated with a decrease in school-wide problems, as well as the creation of a positive school climate (Cohen, Kincaid, and Childs 2008).…”

Section: Changing Teacher Attitudesmentioning

confidence: 99%

Changing attitudes: supporting teachers in effectively including students with emotional and behavioural difficulties in mainstream education

Scanlon

Barnes‐Holmes

2013

Emotional and Behavioural Difficulties

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Pupils with emotional and behavioural difficulties (EBD) are often considered the most challenging group to manage within mainstream education. The challenges perceived by teachers may be due, in part, to negative attitudes towards this cohort of pupils, which may exacerbate feelings of inadequacy and impact negatively upon direct interactions with pupils. The current study comprised a combination of implicit (i.e. the Implicit Relational Assessment Procedure, IRAP) and explicit (The Opinions Relative to Mainstreaming Scale, ORMS) technologies to assess the attitudes of teachers (N = 25) and teachers in training (N = 20) towards pupils with EBD. When these attitudes proved to be negative (relative to typically developing pupils), the utility of a combined behaviour intervention (BI) and stress-management intervention (SMI), in conjunction with a series of pre and post measures, was examined. The IRAP results for teachers indicated that the SMI enhanced their implicit positivity towards pupils with EBD (EBD PUPIL) to a considerable extent (0.025-0.175), and this was greater than the impact recorded with the BI. The teachers in training showed implicit negativity towards EBD PUPIL (0.13) and this decreased, albeit marginally, at post-BI (0.05) and post-SMI (0.06). Significant differences were recorded in teachers' general attitudes towards inclusion (p < 0.001) and efficacy (p < 0.008). Significant effects were recorded for teachers in training in relation to their attitudes towards having a child with EBD and having a previously excluded child with EBD in their classrooms (all ps < 0.001). For this latter group, reductions were also recorded in their levels of depression, anxiety and stress (p < 0.001) and there was an increase in their psychological flexibility (p < 0.001). The current results indicate that a range of positive implicit and explicit outcomes was associated with the current BI and SMI package in terms of fostering more effective inclusion of pupils with EBD in mainstream education.

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Section: Changing Teacher Attitudesmentioning

confidence: 99%

Changing attitudes: supporting teachers in effectively including students with emotional and behavioural difficulties in mainstream education

Scanlon

Barnes‐Holmes

2013

Emotional and Behavioural Difficulties

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“…However, disciplining learners has proved to be a mammoth task for schools especially in using punitive versus supportive disciplinary strategies. To ensure academic success and providing a safe learning environment, it is, therefore, essential for schools to establish effective discipline methods (Luiselli, Putnam, Handler & Feinberg, 2005). In a bid to maintain positive discipline, schools have adopted various strategies such as communication, modelling positive behaviour, training of staff and parents, positive reinforcement and many others.…”

Section: Introductionmentioning

confidence: 99%

Positive Discipline Practices in Schools: A Case of Mzilikazi District Secondary Schools in Zimbabwe

Sibanda¹,

Mpofu²

2017

Journal of Educational and Social Research

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“…According to Luiselli, Putnam, Handler, and Feinberg (2005), undisciplined attitude done by office referrals which refer to teachers and school administrators, directly cause discipline problem on students. For instance, students may also come late to the class as their teachers ever done several times.…”

Section: Personal Competencementioning

confidence: 99%

Teacher certification policy in Indonesia: Evidence from certified English teachers at one public high school

Mukminin

Haryanto

Murboyono

et al. 2016

TOJQI

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The purpose of this mixed methods study was to examine students' perception towards their certified English teachers in Jambi, Indonesia. The data of this study were collected through questionnaire and focus group discussion. The data collected were senior high students' perception on the certified English teachers' personal, pedagogical, social, and professional competences. 95 participants consisting of 78 female and 17 male students were involved in this study. The questionnaire data were analyzed statistically and the focus group discussion data were analyzed qualitatively to support the primary data. The findings of the study indicated that students gave their positive responses through questionnaire to four teachers' competences consisting of personal, pedagogical, social, and professional competences while the results of focus group discussion exhibited negative responses to personality of the teachers, and professional competences. This study provides information for policymaker to evaluate the certification policy in Indonesia. Policy recommendations and implications of findings and future research are also discussed. Keywords: Certified English teachers, teachers' competence, Indonesian teachers1 University of Jambi, Faculty of Education, Indonesia, eharyanto@yahoo.com 2 University of Jambi, Faculty of Education, Indonesia, amirmuk06@gmail.com 3 University of Jambi, Faculty of Education, Indonesia, murboyono@gmail.com 4 University of Jambi, Faculty of Education, Indonesia, azza_unja@yahoo.com 5 University of Jambi, Faculty of Education, Indonesia, amirmuk@yahoo.com

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Whole‐school positive behaviour support: effects on student discipline problems and academic performance

Cited by 249 publications

References 35 publications

Changing attitudes: supporting teachers in effectively including students with emotional and behavioural difficulties in mainstream education

Changing attitudes: supporting teachers in effectively including students with emotional and behavioural difficulties in mainstream education

Positive Discipline Practices in Schools: A Case of Mzilikazi District Secondary Schools in Zimbabwe

Teacher certification policy in Indonesia: Evidence from certified English teachers at one public high school

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