SCHOOL-WIDE POSITIVE BEHAVIOR AND SUPPORTS WITH SCHOOL-WIDE RESTORATIVE PRACTICES: A PRESCRIPTION FOR CHANGE
Date
2019-12
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Abstract
Effectively interacting with students who demonstrate disruptive behaviors in the school
environment, requires the use of evidenced based strategies. Throughout the nation, schools have successfully implemented positive behavior intervention and support (PBIS) strategies to improve the atmosphere on school campuses and guide student behavior (Gage, Sugai, Lunde, & DeLoreto, 2013; Sugai & Simonsen, 2012; Turnbull, Wilcox, Stowe, & Turnbull, 2001). While PBIS has been effective for most students, there is a population of students that continue to struggle with complying with the site's behavioral norms after implementation of the strategies. This study's intention was to confirm that by implementing restorative practices (RP) in combination with PBIS strategies, schools can decrease disruptive behaviors, improve campus culture, and build positive relationships. By combining these strategies, educators can develop an inclusive culture that provides opportunities for increased student engagement and a place where all students belong.
The aims of this study were to understand teacher perspectives on the value of relationships, the implementation process of PBIS and RP, and the correlation between professional learning on the two multi-tiered systems and school climate. Through researching teachers' perspectives, this study showed that the fidelity of implementation of PBIS and RP had a direct relationship to the improvement of school climate. The understanding of this relationship provides school administrators and officials with a pathway to strategically implement the two multi-tiered systems of support, promote healthy relationship building between stakeholders, and increase academic achievement for all students.
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Keywords
Positive behavior interventions and supports, restorative practices, disruptive behavior disorders, teacher perception