Traditionally, disruptive behavior in the classroom resulted in negative consequences symbolized by the image of the misbehaving student wearing the “dunce cap” (Weaver, 2012). However, now schools throughout the United States have begun to adopt Positive Behavior Intervention Support (PBIS), which is designed to increase the amount of positive affirmation that students receive when behaving appropriately in the classroom (Caldarella, Williams, Hansen, & Wills, 2015). Research has demonstrated that PBIS may have the potential to reduce conflict in schools and create a more supportive environment for students (Lane‐Garon, Yergat, & Kralowec, 2012). PBIS has the potential to reduce school conflict because it proactively teaches appropriate
…show more content…
Traditional methods of punitive discipline are not working in majority culture contexts nor are they working in the Native American cultural context (Betts, Hill, & Surface, 2014; McIntosh, Moniz, Craft, Golby, & Steinwand-Deschambeault, 2014). In addition, these punitive measures appear to have no lasting effect on student behavior and are only effective in the short term (Ward & Gersten, 2013). This ineffectiveness of traditional methods is currently exacerbated by what many consider excessive violence and conflict in public schools (Chitiyo, May, & Chitiyo, 2012). This increased conflict in schools creates environments where students may be less likely to want to attend school and where behavioral issues interrupt instruction (Lane‐Garon et al., 2012). Teacher surveys indicate that approximately 50% of teachers across all educational levels feel that they spend more time than they should with classroom misbehavior (Caldarella et al., …show more content…
Because staff buy-in is not as great an impediment as issues such as financial support, this appears to be an issue that can be resolved with effective planning. When effective staff buy-in exists the most significant factor in assuring program sustainability is the use of PBIS data in decision-making (McIntosh, Mercer, Hume, Frank, Turri, & Mathews, 2013). Research on implementation demonstrates that when PBIS is implemented with fidelity there is an association with increased math and reading scores as well as a reduction in truancy (Pas, & Bradshaw, 2012). Once staff and students see the multiple positive impacts that result from effective implementation of PBIS it is likely that staff and students will be motivated to keep PBIS
Traditional methods of punitive discipline are not working in majority culture contexts nor are they working in the Native American cultural context (Betts, Hill, & Surface, 2014; McIntosh, Moniz, Craft, Golby, & Steinwand-Deschambeault, 2014). In addition, these punitive measures appear to have no lasting effect on student behavior and are only effective in the short term (Ward & Gersten, 2013). This ineffectiveness of traditional methods is currently exacerbated by what many consider excessive violence and conflict in public schools (Chitiyo, May, & Chitiyo, 2012). This increased conflict in schools creates environments where students may be less likely to want to attend school and where behavioral issues interrupt instruction (Lane‐Garon et al., 2012). Teacher surveys indicate that approximately 50% of teachers across all educational levels feel that they spend more time than they should with classroom misbehavior (Caldarella et al., …show more content…
Because staff buy-in is not as great an impediment as issues such as financial support, this appears to be an issue that can be resolved with effective planning. When effective staff buy-in exists the most significant factor in assuring program sustainability is the use of PBIS data in decision-making (McIntosh, Mercer, Hume, Frank, Turri, & Mathews, 2013). Research on implementation demonstrates that when PBIS is implemented with fidelity there is an association with increased math and reading scores as well as a reduction in truancy (Pas, & Bradshaw, 2012). Once staff and students see the multiple positive impacts that result from effective implementation of PBIS it is likely that staff and students will be motivated to keep PBIS