The DOI matches its Crossref record; 46 of the 46 references it cites were found in a registry or an index.
Whole‐school positive behaviour support: effects on student discipline problems and academic performance
Abstract
Many students attending public schools exhibit discipline problems such as disruptive classroom behaviour, vandalism, bullying, and violence. Establishing effective discipline practices is critical to ensure academic success and to provide a safe learning environment. In this article, we describe the effects of whole‐school positive behaviour support on discipline problems and academic outcomes of students enrolled in an urban elementary school. The whole‐school model was designed through technical assistance consultation with teachers that emphasized: (1) improving instructional methods; (2) formulating behavioural expectations; (3) increasing classroom activity engagement; (4) reinforcing positive performance; and (5) monitoring efficacy through data‐based evaluation. As compared to a pre‐intervention phase, the whole‐school intervention was associated with decreased discipline problems (office referrals and school suspensions) over the course of several academic years. Student academic performance, as measured by standardized tests of reading and mathematics skills, improved contemporaneously with intervention. Issues related to whole‐school approaches to student discipline and the contributions of positive behaviour support are discussed.
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Cites
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“Consistent with the principles of PBS (Lewis & Sugai, 1999; Sugai & Horner, 2002), intervention included the entire student population, had a prevention focus, emphasized academic and social competence, stressed positive reinforcement, enlisted the full cooperation of school administrators, and…”
MethodIntegrated Approaches to Preventing Antisocial Behavior Patterns among School-Age Children and Youth
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Cited by
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010) · Journal of Positive Behavior Interventions · doi:10.1177/1098300709334798 · Cited by 868
Update on bullying at school: Science forgotten?
Stassen Berger, K. (2007) · Developmental Review · doi:10.1016/j.dr.2006.08.002 · Cited by 578
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School-based interventions for reducing disciplinary school exclusion: a systematic review
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Metadata
- Authors
- Luiselli, J. K., Putnam, R. F., Handler, M. W., & Feinberg, A. B.
- Venue
- Educational Psychology
- Publisher
- Informa UK Limited
- Published
- 2005-04
- Volume
- 25
- Issue
- 2-3
- Pages
- 183-198
- ISSN
- 0144-3410 (ISSN-L)
- 1469-5820
- OpenAlex
- W2115316523
- Cited by
- 388
- References
- 46
- FWCI
- 10.48
- Type
- journal article
- Language
- en
- Open access
- closed
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- Luiselli, J. K., Putnam, R. F., Handler, M. W., & Feinberg, A. B. (2005). Whole‐school positive behaviour support: effects on student discipline problems and academic performance. Educational Psychology. https://doi.org/10.1080/0144341042000301265
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
