Pathway High School is an alternative education program for students who have been otherwise unsuccessful attending typical high school environments due to behavior issues. PHS has retained the services of ABC Behavior Consulting to implement and provide on-going support of a School-Wide Positive Behavior Support Program. The goal of SWPBIS is to prevent the development of problem behavior while increasing positive behavior and experiences, and reducing the instances of problem behavior currently being seen (Anderson & Kincaid, 2005). Through the data provided by the system, tracking of progress and recognizing potential problems is easier and faster than when individual teachers are held accountable for their own classrooms and no program
…show more content…
In this case a pre-test is given prior to initiation of services, after which, the teachers participate in training and implementation of the program. Once the program has been implemented the original test is re-administered; in this case observation. The resulting impact would be attributed to the program (Kettner, Moroney, & Martin, 2013). As seen in the above table, teacher ability to correctly implement the program as prescribed has increased from an average of 58 before implementation to 91 points after, which shows a 33 point increase in teacher correction procedure knowledge. Although there could be extenuating factors, such as events outside the program and overall changes in the staff and student body, this represents a 57% increase in ability attributable to training and support offered by SWPBIS. Because this is based on knowledge, ability, and increases, it has both aspects of qualitative and quantitative data; however, the numbers represented here are quantitative as they represent the numerical increase (Bennett, Briggs, & Triola, 2009). Because maintaining success of the program depends on implementation, if these scores were not showing improvement it would indicate there was a lack of commitment of staff or administration, or inadequate …show more content…
Since program inception, there has been an overall decrease in number of incidences of challenging behaviors, an increase of student satisfaction, and an increase in the proper implementation of behavioral interventions by teachers. The goals of the program to reduce problem behaviors can be seen in figure 1; while the increased positive behavior and satisfaction level can be seen in the student survey. Finally, the overall effectiveness of the teacher 's understanding and implementation of the behavior modification program can be seen in increased scores on the post test given after implementation. The SWPBIS is a behavior modification program in that it measures behavior, defines the function, and provides a targeted treatment. Baseline data is provided along with a targeted outcome and data to support the hypothesis. Due to the inability to reverse the process it fails to meet the requirements of replication and validity, however based on an AB design, it does show improvement across
In this case a pre-test is given prior to initiation of services, after which, the teachers participate in training and implementation of the program. Once the program has been implemented the original test is re-administered; in this case observation. The resulting impact would be attributed to the program (Kettner, Moroney, & Martin, 2013). As seen in the above table, teacher ability to correctly implement the program as prescribed has increased from an average of 58 before implementation to 91 points after, which shows a 33 point increase in teacher correction procedure knowledge. Although there could be extenuating factors, such as events outside the program and overall changes in the staff and student body, this represents a 57% increase in ability attributable to training and support offered by SWPBIS. Because this is based on knowledge, ability, and increases, it has both aspects of qualitative and quantitative data; however, the numbers represented here are quantitative as they represent the numerical increase (Bennett, Briggs, & Triola, 2009). Because maintaining success of the program depends on implementation, if these scores were not showing improvement it would indicate there was a lack of commitment of staff or administration, or inadequate …show more content…
Since program inception, there has been an overall decrease in number of incidences of challenging behaviors, an increase of student satisfaction, and an increase in the proper implementation of behavioral interventions by teachers. The goals of the program to reduce problem behaviors can be seen in figure 1; while the increased positive behavior and satisfaction level can be seen in the student survey. Finally, the overall effectiveness of the teacher 's understanding and implementation of the behavior modification program can be seen in increased scores on the post test given after implementation. The SWPBIS is a behavior modification program in that it measures behavior, defines the function, and provides a targeted treatment. Baseline data is provided along with a targeted outcome and data to support the hypothesis. Due to the inability to reverse the process it fails to meet the requirements of replication and validity, however based on an AB design, it does show improvement across