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ERIC Number: EJ853217
Record Type: Journal
Publication Date: 2009
Pages: 8
Abstractor: ERIC
Reference Count: 56
ISBN: N/A
ISSN: ISSN-1478-8497
Effects of Positive Unified Behavior Support on Instruction
Scott, John S.; White, Richard; Algozzine, Bob; Algozzine, Kate
International Journal on School Disaffection, v6 n2 p41-48 2009
"Positive Unified Behavior Support" (PUBS) is a school-wide intervention designed to establish uniform attitudes, expectations, correction procedures, and roles among faculty, staff, and administration. PUBS is grounded in the general principles of positive behavior support and represents a straightforward, practical implementation model. When implementing PUBS, administrators, teachers, and other professionals teach behavior relentlessly by promoting similar attitudes, rewarding school and class rules and expectations with high levels of praise and prompting, using a unified correction procedure to address inappropriate behavior and adopting mutually supportive roles and responsibilities. While an ultimate goal of school-wide interventions is improved learning, documenting differences in how they are implemented is an important first step in continuing research related to positive behavior support. The purpose of this study is to examine the effects of PUBS on key instructional variables: (a) frequency of teacher reinforcement, (b) frequency of teacher correction, (c) reinforcement/correction ratio, (d) degree of teacher monitoring, and (e) voice tone used during teacher correction, and (f) total rule violations. Within the broad range of systemic and individualized strategies that entail positive behavior support, there are a myriad of possible implementation approaches. This research provides evidence to support the operationally defined and replicable interventions within the PUBS model and evidence on key instructional behaviors associated with those interventions. This study illustrates the effects of using proactive strategies central to positive behavior support and highlights the differences in instruction that are evident in classrooms using instructional techniques that use and consistently enforce school-wide rules and procedures, reinforce positive behavior and teach alternatives, ensure that all staff members are "on the same page," and are relatively easy to implement and monitor. (Contains 1 table.)
National Dropout Prevention Center/Network. Clemson University, 209 Martin Street, Clemson, SC 29631. Tel: 864-656-2599; Fax: 864-656-0136; e-mail: ndpc@clemson.edu; Web site: http://www.dropoutprevention.org/ndpcdefault.htm
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A