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EDUC 617 - EDUG 535 Classroom Research Methods/Action Research Evaluation 67
Prep. 2006. Carmen L. Lamboy, Ed.D. Rev. 2008. Magaly Pacheco, Ed. D.
Appendix P
PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Florida Campuses
Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one: � Universidad del Este � Universidad Metropolitana � Universidad del Turabo Check one: � Undergraduate
� Graduate
Concentration
Student’s Name
Facilitator’s Name
Course:
Portfolio rated as
Reason of this rate
x
x
Master in Guidance and Counseling
Angel Perpinan
Dr. Maria C. Sevillano
EDUC 617
1 Running head: CRITIQUE CHICAGO JOURNAL
A Critical Analysis of Reciprocal Teaching of Reading Comprehension Strategies for Students with Learning Disabilities Who Use English as Second Language
Group One
By
Consuelo Aguila
Elsy Rodriguez
Angel Perpinan
EDUC 617
Ana G. Mendez University System
November 2011
2 Running head: CRITIQUE CHICAGO JOURNAL The purpose of this article study is discuss and critique review an project that investigate the
effect of two approach for providing reading comprehension strategies instructions to seventh
and eighth grade ESL students with LD on comprehension of English language text. This article
was written by Janette Kattmann Klingner and Sharon Vaughan. This study was published on
The Elementary School Journal vol.96, No3, 1966 by The University of Chicago.
The aspects to be described and analyzed here are: the research design, the sampling, the
measure, the data analysis procedure, findings and results
The journal’s title, “Reciprocal Teaching of Reading Comprehension Strategies for Students
with Learning Disabilities, Who Use English as a Second Language is appropriate and clear. The
abstract is presented in a specific and correct form about the efficacy of the research, including
the topic problem, sample, methodology, finding and recommendation.
The research follows the steps of the study, literature review was organized and the majority of
literature of the recent origin. The theoretical framework needs to be provided. Furthermore, the
research is conducted in-school setting (middle school), this study focus on one two major
activities. The first activity was of exploratory data collection and analysis, in school. The
second activity explored hypothesis and variables. Therefore, study used descriptive, quantitative
and qualitative measures; using data analysis towards questions directly to population students.
The goal of the research study was to measure a) reciprocal teaching in combination with
cross-age tutoring and b) reciprocal teaching in combination with cooperative grouping.
Descriptive measures were administrated individually prior to the intervention also one
additional quantitative measures. The Gates –MacGinitie and the strategy interview were
administrated as pre- and posttests.
3 Running head: CRITIQUE CHICAGO JOURNAL The findings reveled in that initial reading ability, and oral language proficiency seemed
related to gains in comprehension, that a greater range of students beneficial for strategy.
This approach was based on at least a decade of development in other's settings where
problems have been addressed. In the study is no information about students or parents consent.
The participants were 22 students and were randomly of two groups of seventh and eighth
graders with learning disabilities.
Results
Data analysis was directed toward questions regarding group outcomes, patterns of change in
reading comprehension over time, and understanding the characteristics that differentiate more
and fewer successful students in each condition. Overall, this intervention appeared to improve
the reading comprehension of ESL students with Learning Disability. The key findings were: a)
a wide range of students beneficial for strategy's instruction B) initial reading level and oral
language proficiency emerged as factors related to success C) students in both the cross age more
students were successful with this intervention than would have been predicted on the research.
Using Reciprocal Teaching helped both group students to increase level comprehension, it do
students thinking, summarize and clarify ideas than before they could not express.
The most important is, the interest that present researchers, teachers and others
professionals, looking solution for students and all people that come here to live and need to
learn English as a second language.
POSITIVE BEHAVIOR SUPPORT ITS EFFECTS ON HIGH
SCHOOL Positive Behavior Support (PBS) gives people a new way to think about behavior. PBS is based on
understanding why problem behaviors occur - the behavior's function. This approach to behavior can occur on a school-wide level, in a specific setting, classroom, or with an individual student. PBS is the
application of evidence-based strategies and systems to assist schools to increase academic performance, increase safety, decrease problem behavior, and establish positive school cultures. On an individual level, PBS uses functional behavior assessments to understand the relationships between a student's behavior and characteristics of his or her environment. The functional behavior assessment
identifies multiple strategies to effectively reduce problem behavior including changing systems, altering environments, teaching skills, and focusing on positive behaviors. The PBS process results in the
creation of effective intervention plans that will impede problem behaviors, teach new skills, and create support systems for the student.
Evaluation Tools Rules Discipline Support Student
PBS EARLY INTERVENTION PREVENT ANTISOCIAL BEHAVIOR
BY Angel Perpinan
Evaluation Survey Date: _________ Position: __________
Age: _________ Staff: ______________ Gender: _______ Faculty: ____________
Others: _____________ INSTRUCTION:
Please is very important to us that you take a few minutes to complete this evaluation survey. The same will be
provided for an academic purpose, and all information will be anonymously. Respondent’s participation is
completely voluntary. Action research project will help us to understand Positive Behavior Support Read very
carefully each question and mark with an (X) the correspondence reply to your response.
Strongly Disagree (1) Disagree (2) Undecided (3) Agree (4) Strongly Agree (5)
Scale of Importance
Question SD D U A SA
1. Do you agree with PBS in educative systems?
2. Do you think PBS is an effective approach to reduce behavior problems?
3. PBS provides the effective alternative to traditional methods of discipline.
4.Teachers perceive changes in students after of apply approach
5.Can address management and disciplinary issues?
Chapter 4 Results
The following study examines, The Positive Behavior Support and its effects in Middle
School. The project evaluation was designed to measure opinion on teachers and faculty staff.
A survey was administered in person to teachers and faculty staff at Aspira RAM Middle
School. A Likert- Scala surveys descriptive analysis method was used with the questions from 1
(strongly disagree) to 5 (strongly agreed). The sample included 10 participants age of the
participant varied from 35 to 55, composed by five females and five males. All of participant in
the evaluation survey was informed the purpose of this study through authorization letter.
However, a participant was asked to answer according to PBS effective and efficient program to
reduce behavior problems in school.
The data collect was entry into the computer system (SSP). A percentage and frequency
table was used for each item of the questionnaire.
Results related to studying question: How accurate is the implementation of PBS program
in the middle school level?
Answer to statement 1) I have received information regarding PBS; the tendency was 1
(strongly disagree) 10%, 2 (Disagree) 20%, 1(undecided) 10%; 4 agree) 40%, 4(strongly agree)
40%. Statement 2) PBS is an effective approach to reduce behavior problems. The tendency was
0 (SD), 0 (D), 0 (U), 3 (Agree) 30%, 7 (Strongly agree) 70%. Statement 3) the school system has
developed an effective and efficient program to reduce behavior problems. The tendency was
1(SD) 10%, 0 (D), 2 (U) 20%, 3 (A) 30%, 4 (SA) 40%. Statement 4) Teachers, staff, perceive
changes in students after apply an approach, the tendency was 0(SD), 0 (D), 2 (U), 5 (A) 50%,
3 (SA) 30 %. Statement 5) In your opinion PBS expects to establish a safer positive school
environment, the tendency was 0 (SD), 0 (D) , 0 (U), 2 (A) 20%, 8 (SA) 80%. 1) In your
opinion, what new tactic could be used to reduce the behavior problem, the response as follows
eight participants answered PBS reduces the behavior problem as 80%. 2) PBS provides the
effective alternative to traditional methods of discipline, the response six participants (60%) PBS
is effective alternative methods of discipline.
The main survey was the entry into the computer system (SSP) for the data analyzes. The
result was reflected in table one descriptive statistic for each group participant and posted scores
as well for the computer efficiency.
Descriptive statistics on pre- posted, and prior efficiency scores for each gender group are
provided in table 3, age was provided in table 2, position was provided in table 4, and staff was
provided in table 5.
The study first question addresses the weather information regarding Positive Behavior
Support. The cumulative percent indicated 20, 60, and 100.0 percent.
The second question address if Positive Behavior support is an effective approach to reduce
behavior problems. Cumulative percent indicated 40.0, and 100.0 percent.
The third question asked if the school system has developed effective and efficient programs
to reduce behavior problems. Cumulative percent indicated the following numbers: 10.0, 30.0,
60.0, and 100.0.
The four questions Teachers, staff, and faculty have perceived changes after applying the
approach. The cumulative percent indicated that 20.0, 70.0, and 100.0.
The fifth question asked to the participant in your opinion Positive Behavior Support expects
to establish a safer positive school environment. The cumulative percent indicated 20.0, and
100.0.
The results were confirmed in the Bar Chart with same participant and same score.
Furthermore, the study was realized in Pie Chart.
Statistics Table -1
I have received
information regarding Positive Behavior Support
Positive Behavior Support
is an effective approach to reduce behavior problems.
The school system
has developed effective
and efficient program to reduce behaviors problems.
Teachers, staff, and Faculty
have perceived changes
in students
after applying
the approach
In your
Opinion Positive
Behavior Support
expect to establish a
safer positive school
environment
Age Gender Position Staff
Valid
Missing
10
7
17
0
17
0
7
10
10
7
10
7
10
7
10
7
10
7
Table 2
Frequency Age
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid 35
40 42
43 44
51 52
55 Total
Missing System Total
1
1 1
1 3
1 1
1 10
7 17
5.9
5.9 5.9
5.9 17.6
5.9 5.9
5.9 58.8
41.2 100.0
10.0
10.0 10.0
10.0 30.0
10.0 10.0
10.0 100.0
10.0
20.0 30.0
40.0 70.0
80.0 90.0
100.0
Table 3 Frequency
Gender
Frequency Percent Valid Percent Cumulative Percent
Valid
Female Male
Total
7
4 6
17
41.2
23.5 35.3
100.0
41.2
23.5 35.3
100.0
41.2
64.7 100.0
Table 4 Position
Frequency Percent Valid Percent Cumulative Percent
Valid
Coach Administrator
Counselor Dean
Staff Teacher
Total
7
1 1
1 1
1 5
17
41.2
5.9 5.9
5.9 5.9
5.9 29.4
100.0
41.2
5.9 5.9
5.9 5.9
5.9 29.4
100.0
41.2
47.1 52.9
58.8 64.7
70.6 100.0
Table5
Staff
Frequency Percent Valid Percent Cumulative Percent
Valid
Missing No Response
Total
7
10 17
41.2
58.8 100.0
100.0
100.0
Table 6
I have received information regarding Positive Behavior Support
Frequency
Percent Valid Percent Cumulative Percent
Valid Disagree Agree
Strongly Agree Total
Missing System Total
2 4
4 10
7 17
11.8 23.5
23.5 58.8
41.2 100.0
20 40
40 100.0
20 60
100.0
Table 7 Positive Support is an effective approach to reduce behavior problems
frequency
Percent
Valid Percent
Cumulative
Percent
Valid Agree
Strongly Agree Total
Missing System Total
4
6 10
7 17
23.5
35.3 58.8
41.2 100.0
40.0
60.0 100.0
40.0
100.0
Table 8
The school system has developed effective and efficient programs to reduce behavior problems
Frequency
Percent
Valid Percent
Cumulative Percent
Valid Strongly Disagree Neutral
Agree Strongly Agree
Total Missing System
Total
1 2
3 4
10 7
17
5.9 11.8
17.6 23.5
58.8 41.2
100.0
10.0 20.0
30.0 40.0
100.0
10.0 30.0
60.0 100.0
Table 9
Teachers, staff, and faculty have perceived changes in students after applying the approach
Frequency
Percent
Valid Percent
Cumulative Percent
Valid Neutral Agree
Strongly Agree Total
Missing System Total
2 5
3 10
7 17
11.8 29.4
17.6 58.8
41.2 100.0
20.0 50.0
30.0 100.0
20.0 70.0
100.0
Table 10
In your opinion Positive Behavior Support expect to establish a safer positive school
environment
Frequency
Percent
Valid Percent
Cumulative Percent
Valid Agree Strongly Agree
Total Missing System
Total
2 8
10 7
17
11.8 47.1
58.8 41.2
100.0
20.0 80.0
100.0
20.0 100.0
Chapter 5 Discussion
The Positive Behavior Support and its effects in middle school level to promote positive
teaching and learning way to think of behavior. PBS is based on understanding because the
behavior of the problem happens. This approach to the behavior can happen in a school-wide
level, in a specific adjustment, classroom, or with an individual student.
The current study examined the effectiveness of a school-wide PBS in a middle school,
the result suggest that it is an effective approach to reducing student problem behavior, to
increase operation academic, increase security, and establish positive cultures in school.
The study found that, traditionally, school addressed challenging behavior by increasing the
numbers and intensity of punitive disciplinary procedures (Sugai & Horner 2002)
In contrast, a growing body of research demonstrated the utility of proactive approach to
dealing with challenging behavior in school ( Aber, Brown, & Jone 2003)
The findings of study indicated that teachers expressed a great deal of concerns about having
a safer, more orderly school environment, that (PBS) is the important approach to dealing with
challenging behavior and improve academic performance.
Recommendations:
This writer believes that this study is very important, and it is worth having it replicated in
another problematic middle school around the country.
therefore, is recommended to continue use PBS as a positive and effective approach to
reduce behavior problem and provide and safe school environment also is necessary to the
cooperation on the part of all agents and institutions in the community, cooperation of peers and
parents and training plans effective programs.
References:
Diagnostic and Statistical Manual of Mental Disorders ( DSM-IV- R, 2000)
Campbell, W. D. (2000). Techniques for dealing with student harassment at the high school
level. American Secondary Education, 29(1), 34-37.
Eber, L., Sugai, G., Smith, C. R., Scott, T. M. (2002). Wraparound and positive behavioral
Eber, L( 1996) Restructuring school through wraparound planning: The lades experience in R. J.
Ill back. Limitations Campbell, W. D. (2000). Techniques for dealing with student harassment at
the high school level. American Secondary Education, 29(1), 34-37.
Eber, L., Sugai, G., Smith, C. R., Scott, T. M. (2002). Wraparound and positive behavioral
interventions and supports in the schools. Journal of Emotional and Behavioral
Disorders, 10, 171-181.
Heller, G. B. (1996, April). Changing the school to reduce student violence: What works?
NASSP Bulletin, 80(579), 1-10.
Horner, R. H., Sugai, G., & Horner, F. (2000). A schoolwide approach to student discipline.
School Administrator, 57(2), 20-23.
Horner, R. H., Sugai, G., & Todd, A. W. (2001). “Data” need not be a four-letter word: Using
data to improve schoolwide discipline. Beyond Behavior, 11 (1), 20-22.
Irvin, L. K., Tobin, T. J., Sprague, J. R., Sugai, G., & Vincent, C. G. (2004). Validity of office
C.M. Nelson ( EDU). School Disorders, 10, 171-181.
Heller, G. B. (1996, April). Changing the school to reduce student violence: What works?
NASSP Bulletin, 80 (579), 1-10.
Horner, R. H., Sugai, G., & Horner, F. (2000). A school wide approach to student discipline.
School Administrator, 57(2), 20-23.
Horner, R. H., Sugai, G., & Todd, A. W. (2001). “Data” need not be a four-letter word: Using
data to improve school wide discipline. Beyond Behavior, 11 (1), 20-22.
Irvin, L. K., Tobin, T. J., Sprague, J. R., Sugai, G., & Vincent, C. G. (2004). Validity of office
Discipline referral measures as indices of school wide behavior.
Sugai, G., & Horner, R (2002) the evolution of discipline practices: School-wide positive
behavior support. Child and Family Behavior Therapy.
Aber, J. L., Brown, J.L, & Jones, S. M (2003). Developmental trajectories toward violence in
middle childhood: course, demographic differences and response to school based intervention.
1 Running Head: POSITIVE BEHAVIOR SUPPORT
Positive Behavior Support it s effects in Middle School
By
Angel Perpinan
Ana G. Méndez University System
EDUC 617
Facilitator: DR. María Sevillano
2 Running Head: POSITIVE BEHAVIOR SUPPORT
Approval:
This research proposes was submitted by Angel Perpinan; under the direction of the
facilitator listed below. It submitted on Educational Research Methods class. This project will be
evaluated in order to pass successfully all the requirements of this class, EDUC 600.
______________________________ ________________
María Sevillano, PH Date:
Facilitator
EDUC 600
3 Running Head: POSITIVE BEHAVIOR SUPPORT
Abstract
A research on "Positive Behavior Support and its effects on Middle School behavior
problems” is performed by Angel Perpinan a student Guidance and Counseling master degree at
Ana G. Mendez University System. The purpose of the research is an applied science approach
that uses methods in educational systems. Positive behavior support to reduce behavior problems
can be significant and valuable analyze the influence of some variables on behavior .Analyze
data collect from statistic government, academic records of adolescent with behavior problems.
The researcher uses the quantitative, qualitative and observation behavior.
4 Running Head: POSITIVE BEHAVIOR SUPPORT
Table of Contents
Page
Title Page ----------------------------------------------------------------------------------------------- 1
Approval ------------------------------------------------------------------------------------------------ 2
Abstract ------------------------------------------------------------------------------------------------- 3
Table of Contents -------------------------------------------------------------------------------------- 4
Chapter 1: Introduction: --------------------------------------------------------------------- 6
Setting of the Project ----------------------------------------------------------------- 6
Profile of Organization --------------------------------------------------------------- 7
Nature and Situation of Problem -------------------------------------------------- 7
Impact of the Problem ---------------------------------------------------------------- 8
Problem --------------------------------------------------------------------------------- 8
Research Questions ------------------------------------------------------------------- 8
Purpose Project ------------------------------------------------------------------------
Definitions of Terms ----------------------------------------------------------------- 8
Chapter 2: Review of Related Literature ---------------------------------------------------- 9
Brief History of the topic ------------------------------------------------------------- 9
General concerns about the topic------------------------------------------------- 10
Factor of affecting the topic----------------------------------------------------------- 11
The Research Problem -------------------------------------------------------------- 12
Cont. Page
5 Running Head: POSITIVE BEHAVIOR SUPPORT
The Theoretical Framework -------------------------------------------------------- 12
the Theoretical Framework ------------------------------------------------------- 12
Research Related to the Topic ----------------------------------------------------- 12- 13
Chapter 3: Methodology -------------------------------------------------------------------- 14
Description of the Methodology -------------------------------------------------- 14
Characteristics of Participant ------------------------------------------------------ 14
Procedures ----------------------------------------------------------------------------- 14
Data Collection and Instrumentation --------------------------------------------- 15
Data Analysis ------------------------------------------------------------------------ 15
Bibliography ------------------------------------------------------------------------- 16
Appendix --------------------------------------------------------------------------- 17
Chapter 4: Results------------------------------------------------------------------------------ 18
Evaluation of Survey question ---------------------------------------------------------- 19
Results of research question ----------------------------------------------------------------20
Tally survey------------------------------------------------------------------------------------21
Questionnaire----------------------------------------------------------------------------------22
Chapter 5: Discussion-------------------------------------------------------------------------------23
Conclusion-------------------------------------------------------------------------------------24
Recommendations----------------------------------------------------------------------------25
References---------------------------------------------------------------------------------------26
Appendixes --------------------------------------------------------------------------------------27
6 Running Head: POSITIVE BEHAVIOR SUPPORT
Chapter 1: Introduction
Positive behavior support is an applied science that uses methods in educational systems to
prevent escalation behavior problems in Middle school. This behavior can be generally
characterized as an overall lack of adherence to the social mores and standards that allow
members of a society to coexist peaceably.
According to some studies, individuals with behavior problems further antisocial disorder are
responsible for about half of all crimes committed, though they make up only about five percent
of the population. Most of those with antisocial behavior disorders are male. Of the females that
account for a smaller portion, most are not physically violent. (The American Psychiatric
Association: Diagnostic and Statistical of Mental disorder, Fourth Edition, Text Revision (2000).
To fully understand this behavior for the purpose of delineating this project is necessary to know
some characteristics about this condition .Antisocial behavior can start out in childhood,
adolescence or adulthood. In children it is referred to as a conduct disorder, in adults as antisocial
personality disorder. Conduct disorders developed early in life, prior to puberty, are more likely
to continue into adulthood and also more likely to be aggressive. Conversely, a child that
develops antisocial behavior at or after puberty has a better chance of the disorder not continuing
into adulthood.
Antisocial behavior as seen in children is a growing concern among educators. Escalating
violence in schools is an outward manifestation of antisocial behavior. Most of society's worst
criminals showed clear signs of antisocial behavior as children. Today's parents are called upon
to watch for signs so that the condition can be treated. Children or adolescents with conduct
disorder will show three o more of fallowing signs, behaves impulsively, manipulative, lies not
follow rules, enjoys breaking the law. Also borrows money without repaying it, steal, overly
7 Running Head: POSITIVE BEHAVIOR SUPPORT
aggressive, often picking fights, is willing to hurt others emotionally or physically without
remorse and arrogant and overly confident. The cause of antisocial personality disorder, or
ASP, is unknown. Like many mental health issues, evidence points to inherited traits. Antisocial
behavior involves "...recurring violations of socially prescribed patterns of behavior," such as
aggression, hostility, defiance, and destructiveness .Currently, between four and six million
children and youth in schools have been identified as antisocial (only some of whom are
identified as having an educational disability), and the numbers are increasing (Biglan, 1995).
The above described situation of the problem concerning this research is of extreme
importance early intervention, high school with behavior often are suspended from school and
may be expelled or sent to alternative school.
Impact of the Problem:
This research project based in present literature to consistently review and apply in school
setting Positive Behavior Support, used systematically, is an approach that may enable high
school to more order while including and instructing students. Sugai, 2003, Sugai et al., 2004).
School-wide PBS The instrument used to assess the implementation of the school-wide system,
the systems Evaluation Tool (Sugai, Lewis-Palmer, Todd, & Horner, 1999; Horner et al., 2004),
measures the extent to which expectations are defined, taught, and positively reinforced; systems
for monitoring and responding to violations.
Although school-wide positive behavior support is not a new concept, it is best known for
effective use in elementary schools and middle schools (Lewis, Sugai, & Colvin, 1998; Metzler,
Biglan, Rusby, Sprague, 2001; Sugai & Horner, 2002; Sugai, Horner, & Gresham, 2002; Taylor-
Greene & Kartub, 2000; Tobin, Lewis-Palmer, & Sugai, 2002; Todd, Haugen, Anderson, &
Spriggs, 2002).
8 Running Head: POSITIVE BEHAVIOR SUPPORT
Research Problem:
Based on data patterns and reports, do alternative schools appear to be the solution to the
dilemma schools are facing when trying to maintain orderly and safe schools while providing
positive behavior support to students at risk for school failure or exclusion due to behavioral
issues. The extremely high and suspension rates in the alternative schools, particularly for
violent behaviors and for potentially addictive behaviors, suggests, first, that if these students
remained in the regular schools instead of having the option to attend an alternative school, it
would be difficult for the regular school to support the students. On the other hand, it also
indicates that even the alternative schools find it difficult to support these students. It is
interesting that educators in alternative schools are making an effort to implement PBS.
Research Question:
The research questions was how effective is positive support to help reduce behavior
problems in Middle school. This study will conducted in Middle school in Aspira RAM Miami
Florida a range of Middle school in grades 6 through 8 will represented in one school a total of
50 students, based I information available ,school had previously submitted the data. A database
will inquiry to extract records of school provides data on measures related to effects the PBS.
Chapter 2: Literature Review
Brief History of the Topic
The strong relationship between childhood conduct disorder and antisocial personality in
adult life was established by Robins (Robins& O’Neal, 1966) She see childhood conduct
disorder as the middle phase of a chronic psychiatric condition. The number of conduct disorder
symptoms is the best predictor of later antisocial personality, However aggressive behavior,
which tends to start very early, predicts antisocial conduct in adolescent.
9 Running Head: POSITIVE BEHAVIOR SUPPORT
A study found aggressive to be one of the most stable personality characteristic, as predictable
as IQ, especially in boy. (Olweus 1979). According to Diagnostic and Statistical Manual of
Mental Disorder, Antisocial behavior can be generally characterized as an overall lack of
adherence to the social mores and standards that allow members of a society to coexist
peaceably. According to some studies, individuals with antisocial behavior disorders are
responsible for about half of all crimes committed, though they make up only about five percent
of the population. Most of those with antisocial behavior disorders are male. Of the females that
account for a smaller portion, most are not physically violent.
Behavior problems can start out in childhood, adolescence or adulthood. In children it is
referred to as a conduct disorder, in adults as antisocial personality disorder. Conduct disorders
developed early in life, prior to puberty, are more likely to continue into adulthood and also more
likely to be aggressive. Conversely, a child that develops antisocial behavior at or after puberty
has a better chance of the disorder not continuing into adulthood. Symptoms consist in acts of
physical or psychological harm on other people or their property. Lying, stealing, assaulting
others, being cruel to others, being argumentative, and being sexually promiscuous are all
examples of antisocial behavior. Such behavior may sometimes constitute a violation of legal
codes, and it is often accompanied by disturbances of thought or emotion. It may be
distinguished from delinquency, which is a more serious form of antisocial behavior and
involves the breaking of criminal laws. It may also be distinguished from antisocial personality
disorder (also known as sociopath or psychopaths), in which antisocial behavior is longstanding
and continues in a variety of areas during adulthood. (DSM-IV-R, 2000)
10 Running Head: POSITIVE BEHAVIOR SUPPORT
General Concerns about of Topic
Today, there is a dilemma with educators also are being asked to educate an increasingly
heterogeneous population of students. An increasing number of students in our schools have,
limited family supports, significant learning and/or behavioral problems, families who face
Financial Barriers, and a great need for mental health, social welfare, medical, and vocational
assistance need for mental health, social welfare, medical, and vocational assistance
(Sugai1995); Knitzer, Steinberg, & Fleisch, 1990; Stevens & Price, 1992). Although most
attention has focused on students with externalizing problem behavior (e.g., aggressive,
antisocial, destructive), students with internalizing problem behavior also represent an important
concern of families, schools, and communities (Kauffman, 1997).
In addition, the challenges associated with educating students with severe problem behavior
are increasing (Biglan, 1995; Kauffman, 1997; Sprague, Sugai, & Walker, 1998; Sugai &
Horner, 1994; Walker, Colvin, & Ramsey, 1995). Although these students represent only 1 to
5% of a school enrollment, often they can account for more than 50% of the behavioral incidents
handled by office personnel, and consume significant amounts of educator and administrator
time (Taylor-Greene et al., 1997; Sugai, Sprague, Horner, & Walker, in press). Many of these
students Optimizing the capacity of schools to address school-wide, classroom, and individual
problem behavior is possible in the face of current challenges, but only if working policies,
structures, and routines emphasize the identification, adoption, and sustained use of research-
validated practices.
In recent years, Positive Behavior Support (PBS) has been emerging as an approach to enable
schools to define and operational these structures and procedures. New journals (e.g., Journal of
Positive Behavioral Intervention), technical assistance centers (e.g., Beach Center, Center on
11 Running Head: POSITIVE BEHAVIOR SUPPORT
Positive Behavioral Interventions and Supports), and personnel preparation programs have
Positive behavioral support is not a new intervention package, nor a new theory of behavior, but
an application of a behaviorally-based systems approach to enhancing the capacity of schools,
families, and communities to design effective environments that improve the fit or link between
research-validated practices and the environments in which teaching and learning occurs.
Author indicates that. Appropriate interventions improved behavior in school. Haring and De
Vault (1996) indicate that PBS is comprised of (a) “interventions that consider the contexts
within which the behavior occurs,” (b) “interventions that address the functionality of the
problem behavior,” (c) “interventions that can be justified by the outcomes,” and (d) “outcomes.
Moreover, PBS is the integration of (a) behavioral science, (b) practical interventions, (c)
social values, and (d) a systems perspective require comprehensive behavioral supports that
involve family, school, and community participation (Eber, 1996), Many schools lack the
capacity to identify, adopt, and sustain policies, practices and systems that effectively and
efficiently meet the needs of all students (Mayer, 1995; Sugai & Horner, 1994, 1999; Taylor-
Greene et al., 1997; Walker et al., 1996). Schools often rely on outside behavioral expertise
because local personnel lack specialized skills to educate students with significant problem
behaviors. School morale is often low because on-going staff support is limited.
Although many students have significant social skill needs, social skill instruction is not a
conspicuous and systemic component of the school-wide curriculum. Behavioral interventions
are not based on information obtained from assessments. In general, systems for the
identification, adoption, and sustained use of research-validated practices are lacking.
12 Running Head: POSITIVE BEHAVIOR SUPPORT
Factors of Affecting the Topic
Author Magnusson (1988, 1992), found that subgroup of conduct-disordered boys who were
also hyperactive wit concentration difficulties and low physiological arousal wholly accounted
for the continuity between childhood conduct disorder and adult criminality. Aggressive is more
common in boys than girl.
The Research Problem
The research study has investigated the Positive Behavior Support and its effects on Middle
school behavior problem. These educational systems applied in Middle school to enhance quality
of life and minimize problems behavior.
Authors suggest that PBS initially evolved within the field of developmental disabilities and
emerged from three major sources: applied behavior analysis, the normalization / inclusion
movement, and person-centered values. Although elements of PBS can be found in other
approaches, its uniqueness lies in the fact that it integrates the following critical features into a
cohesive whole: comprehensive lifestyle change, a lifespan perspective, ecological validity,
stakeholder participation, social validity, systems change and multi component intervention,
emphasis on prevention, flexibility in scientific practices, and multiple theoretical perspectives.
(Carr.E.G., Levin, L Mc Connachies,Carlson,J.J Kemp, & Smith, C.E. (1994)
13 Running Head: POSITIVE BEHAVIOR SUPPORT
Chapter 3: Methodology
This study consists in using quantitative design in which provided the understanding
information relative of the behavior issues. The research will be conduct in Middle school;
Miami Florida This School is a Shatter school that is responsible for providing the necessary
services to students.
The specialization of the educational center is about the student with behavior problems. The
students are selected from different classroom in the school for example in first floor, 6 to 7
grade, the student for 8 grade second floors.
However, many points of uncertainty remain, and several methodologist issues need to be
resolved before further progress in mapping susceptibility families conflicts is possible. Some
medical condition was associated with students with behavior problems.
Rationale of the Methodology
The rationale of the methodology is be utilized in this study a classroom observation behavior
between 11 to 12 years old.
Research Question
How effective is Positive Behavior Support to help reduce behavior problem in Middle School
setting?
Sampling
The random sample of fifty student females and boys selected by different classroom from
Middle School.
Characteristics / Participants. The participants were a full time student. There 25 girls and 25
boys. The ages of the participants were between 11 to 12 ages.
14 Running Head: POSITIVE BEHAVIOR SUPPORT
Procedure
The purpose of this investigation and survey of literature was developed as case study in
using a quantitative instruments collecting by some studies that already have been made. The
procedure steps were design and approval of the project by the facilitator of the course. The work
consists in development of the theoretical framework in which support the variables
implemented in the research paper.
Data collection
A letter which explained the study requested permission to conduct the study is to Middle
school. Also the classroom’s teacher will be informing about study details.
The data collection using a quantitative and descriptive studies being prove for important
institutions of the Unites States and professional research.
Data Analysis
The questionnaire data will collect during class hours through an observation. The
independent variable for this investigation is behavior problem.
Limitations
The survey is being developed specifically for this case of study, based on the questions of
literature investigation. The results will only determine the positive behavior support its effects
on Middle school behavior problem.
Time lime
The survey was administered face to face to teachers and faculty ASPIRA middle school.
15 Running Head: POSITIVE BEHAVIOR SUPPORT
Chapter 4 Results
The following study examines, The Positive Behavior Support and its effects in Middle
School. The project evaluation was designed to measure opinion on teachers and faculty staff.
A survey was administered in person to teachers and faculty staff at Aspira RAM Middle
School. A Likert- Scala surveys descriptive analysis method was used with the questions from 1
(strongly disagree) to 5 (strongly agreed). The sample included 10 participants age of the
participant varied from 35 to 55, composed by five females and five males. All of participant in
the evaluation survey was informed the purpose of this study through authorization letter.
However, a participant was asked to answer according to PBS effective and efficient program to
reduce behavior problems in school.
The data collect was entry into the computer system (SSP). A percentage and frequency
table was used for each item of the questionnaire.
Results related to studying question: How accurate is the implementation of PBS program
in the middle school level?
Answer to statement 1) I have received information regarding PBS; the tendency was 1
(strongly disagree) 10%, 2 (Disagree) 20%, 1(undecided) 10%; 4 agree) 40%, 4(strongly agree)
40%. Statement 2) PBS is an effective approach to reduce behavior problems. The tendency was
0 (SD), 0 (D), 0 (U), 3 (Agree) 30%, 7 (Strongly agree) 70%. Statement 3) the school system has
developed an effective and efficient program to reduce behavior problems. The tendency was
1(SD) 10%, 0 (D), 2 (U) 20%, 3 (A) 30%, 4 (SA) 40%. Statement 4) Teachers, staff, perceive
changes in students after apply an approach, the tendency was 0(SD), 0 (D), 2 (U), 5 (A) 50%,
3 (SA) 30 %. Statement 5) In your opinion PBS expects to establish a safer positive school
16 Running Head: POSITIVE BEHAVIOR SUPPORT
environment, the tendency was 0 (SD), 0 (D) , 0 (U), 2 (A) 20%, 8 (SA) 80%. 1) In your
opinion, what new tactic could be used to reduce the behavior problem, the response as follows
eight participants answered PBS reduces the behavior problem as 80%. 2) PBS provides the
effective alternative to traditional methods of discipline, the response six participants (60%) PBS
is effective alternative methods of discipline.
The main survey was the entry into the computer system (SSP) for the data analyzes. The
result was reflected in table one descriptive statistic for each group participant and posted scores
as well for the computer efficiency.
Descriptive statistics on pre- posted, and prior efficiency scores for each gender group are
provided in table 3, age was provided in table 2, position was provided in table 4, and staff was
provided in table 5.
The study first question addresses the weather information regarding Positive Behavior
Support. The cumulative percent indicated 20, 60, and 100.0 percent.
The second question address if Positive Behavior support is an effective approach to reduce
behavior problems. Cumulative percent indicated 40.0, and 100.0 percent.
The third question asked if the school system has developed effective and efficient programs
to reduce behavior problems. Cumulative percent indicated the following numbers: 10.0, 30.0,
60.0, and 100.0.
The four questions Teachers, staff, and faculty have perceived changes after applying the
approach. The cumulative percent indicated that 20.0, 70.0, and 100.0.
The fifth question asked to the participant in your opinion Positive Behavior Support expects
to establish a safer positive school environment. The cumulative percent indicated 20.0, and
100.0.
17 Running Head: POSITIVE BEHAVIOR SUPPORT
The results were confirmed in the Bar Chart with same participant and same score.
Furthermore, the study was realized in Pie Chart.
18 Running Head: POSITIVE BEHAVIOR SUPPORT
Statistics Table -1
I have received
information regarding Positive Behavior Support
Positive Behavior Support
is an effective approach to reduce behavior problems.
The school system
has developed effective
and efficient program to reduce behaviors problems.
Teachers, staff, and Faculty
have perceived changes
in students
after applying
the approach
In your
Opinion Positive
Behavior Support
expect to establish a
safer positive school
environment
Age Gender Position Staff
Valid
Missing
10
7
17
0
17
0
7
10
10
7
10
7
10
7
10
7
10
7
19 Running Head: POSITIVE BEHAVIOR SUPPORT
Table 2
Frequency Age
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid 35
40 42
43 44
51 52
55 Total
Missing System Total
1
1 1
1 3
1 1
1 10
7 17
5.9
5.9 5.9
5.9 17.6
5.9 5.9
5.9 58.8
41.2 100.0
10.0
10.0 10.0
10.0 30.0
10.0 10.0
10.0 100.0
10.0
20.0 30.0
40.0 70.0
80.0 90.0
100.0
20 Running Head: POSITIVE BEHAVIOR SUPPORT
Table 3 Frequency
Gender
Frequency Percent Valid Percent Cumulative Percent
Valid
Female Male
Total
7
4 6
17
41.2
23.5 35.3
100.0
41.2
23.5 35.3
100.0
41.2
64.7 100.0
21 Running Head: POSITIVE BEHAVIOR SUPPORT
Table 4 Position
Frequency Percent Valid Percent Cumulative Percent
Valid
Coach Administrator
Counselor Dean
Staff Teacher
Total
7
1 1
1 1
1 5
17
41.2
5.9 5.9
5.9 5.9
5.9 29.4
100.0
41.2
5.9 5.9
5.9 5.9
5.9 29.4
100.0
41.2
47.1 52.9
58.8 64.7
70.6 100.0
22 Running Head: POSITIVE BEHAVIOR SUPPORT
Table5
Staff
Frequency Percent Valid Percent Cumulative Percent
Valid
Missing No Response
Total
7
10 17
41.2
58.8 100.0
100.0
100.0
23 Running Head: POSITIVE BEHAVIOR SUPPORT
Table 6
I have received information regarding Positive Behavior Support
Frequency
Percent Valid Percent Cumulative Percent
Valid Disagree Agree
Strongly Agree Total
Missing System Total
2 4
4 10
7 17
11.8 23.5
23.5 58.8
41.2 100.0
20 40
40 100.0
20 60
100.0
24 Running Head: POSITIVE BEHAVIOR SUPPORT
Table 7 Positive Support is an effective approach to reduce behavior problems
frequency
Percent
Valid Percent
Cumulative
Percent
Valid Agree
Strongly Agree Total
Missing System Total
4
6 10
7 17
23.5
35.3 58.8
41.2 100.0
40.0
60.0 100.0
40.0
100.0
25 Running Head: POSITIVE BEHAVIOR SUPPORT
Table 8
The school system has developed effective and efficient programs to reduce behavior problems
Frequency
Percent
Valid Percent
Cumulative Percent
Valid Strongly Disagree Neutral
Agree Strongly Agree
Total Missing System
Total
1 2
3 4
10 7
17
5.9 11.8
17.6 23.5
58.8 41.2
100.0
10.0 20.0
30.0 40.0
100.0
10.0 30.0
60.0 100.0
26 Running Head: POSITIVE BEHAVIOR SUPPORT
Table 9
Teachers, staff, and faculty have perceived changes in students after applying the approach
Frequency
Percent
Valid Percent
Cumulative Percent
Valid Neutral Agree
Strongly Agree Total
Missing System Total
2 5
3 10
7 17
11.8 29.4
17.6 58.8
41.2 100.0
20.0 50.0
30.0 100.0
20.0 70.0
100.0
27 Running Head: POSITIVE BEHAVIOR SUPPORT
Table 10
In your opinion Positive Behavior Support expect to establish a safer positive school
environment
Frequency
Percent
Valid Percent
Cumulative Percent
Valid Agree Strongly Agree
Total Missing System
Total
2 8
10 7
17
11.8 47.1
58.8 41.2
100.0
20.0 80.0
100.0
20.0 100.0
28 Running Head: POSITIVE BEHAVIOR SUPPORT
Chapter 5 Discussion
The Positive Behavior Support and its effects in middle school level to promote positive
teaching and learning way to think of behavior. PBS is based on understanding because the
behavior of the problem happens. This approach to the behavior can happen in a school-wide
level, in a specific adjustment, classroom, or with an individual student.
The current study examined the effectiveness of a school-wide PBS in a middle school,
the result suggest that it is an effective approach to reducing student problem behavior, to
increase operation academic, increase security, and establish positive cultures in school.
The study found that, traditionally, school addressed challenging behavior by increasing the
numbers and intensity of punitive disciplinary procedures (Sugai & Horner 2002)
In contrast, a growing body of research demonstrated the utility of proactive approach to
dealing with challenging behavior in school ( Aber, Brown, & Jone 2003)
The findings of study indicated that teachers expressed a great deal of concerns about having
a safer, more orderly school environment, that (PBS) is the important approach to dealing with
challenging behavior and improve academic performance.
Recommendations:
This writer believes that this study is very important, and it is worth having it replicated in
another problematic middle school around the country.
therefore, is recommended to continue use PBS as a positive and effective approach to
reduce behavior problem and provide and safe school environment also is necessary to the
29 Running Head: POSITIVE BEHAVIOR SUPPORT
cooperation on the part of all agents and institutions in the community, cooperation of peers and
parents and training plans effective programs.
References:
Diagnostic and Statistical Manual of Mental Disorders ( DSM-IV- R, 2000)
Campbell, W. D. (2000). Techniques for dealing with student harassment at the high school
level. American Secondary Education, 29(1), 34-37.
Eber, L., Sugai, G., Smith, C. R., Scott, T. M. (2002). Wraparound and positive behavioral
Eber, L( 1996) Restructuring school through wraparound planning: The lades experience in R. J.
Ill back. Limitations Campbell, W. D. (2000). Techniques for dealing with student harassment at
the high school level. American Secondary Education, 29(1), 34-37.
Eber, L., Sugai, G., Smith, C. R., Scott, T. M. (2002). Wraparound and positive behavioral
interventions and supports in the schools. Journal of Emotional and Behavioral
Disorders, 10, 171-181.
Heller, G. B. (1996, April). Changing the school to reduce student violence: What works?
NASSP Bulletin, 80(579), 1-10.
Horner, R. H., Sugai, G., & Horner, F. (2000). A schoolwide approach to student discipline.
School Administrator, 57(2), 20-23.
Horner, R. H., Sugai, G., & Todd, A. W. (2001). “Data” need not be a four-letter word: Using
data to improve schoolwide discipline. Beyond Behavior, 11 (1), 20-22.
Irvin, L. K., Tobin, T. J., Sprague, J. R., Sugai, G., & Vincent, C. G. (2004). Validity of office
C.M. Nelson ( EDU). School Disorders, 10, 171-181.
Heller, G. B. (1996, April). Changing the school to reduce student violence: What works?
NASSP Bulletin, 80 (579), 1-10.
30 Running Head: POSITIVE BEHAVIOR SUPPORT
Horner, R. H., Sugai, G., & Horner, F. (2000). A school wide approach to student discipline.
School Administrator, 57(2), 20-23.
Horner, R. H., Sugai, G., & Todd, A. W. (2001). “Data” need not be a four-letter word: Using
data to improve school wide discipline. Beyond Behavior, 11 (1), 20-22.
Irvin, L. K., Tobin, T. J., Sprague, J. R., Sugai, G., & Vincent, C. G. (2004). Validity of office
Discipline referral measures as indices of school wide behavior.
Sugai, G., & Horner, R (2002) the evolution of discipline practices: School-wide positive
behavior support. Child and Family Behavior Therapy.
Aber, J. L., Brown, J.L, & Jones, S. M (2003). Developmental trajectories toward violence in
middle childhood: course, demographic differences and response to school based intervention.
31 Running Head: POSITIVE BEHAVIOR SUPPORT
Appendix
Evaluation Survey Date: _________ Position: ____
Age: _________ Staff: _____ Gender: _______ Faculty: _____
Others: _____ INSTRUCTION:
Please is very important to us that you take a few minutes to complete this evaluation survey.
The same will be provided for an academic purpose, and all information will be anonymously.
Respondent’s participation is completely voluntary. Action research project will help us to
understand Positive Behavior Support Read very carefully each question and mark with an (X)
the correspondence reply to your response.
Strongly Disagree (1) Disagree (2) Undecided (3) Agree (4) Strongly Agree (5)
Scale of Importance
Items SD D U A SA
1. Do you agree with PBS in educative systems
2. Do you think PBS is an effective approach to reduce behavior problems
3. PBS provides the effective alternative to traditional methods of discipline.
4.Teachers perceive changes in students after of apply approach
5. Can address management and disciplinary issues
32 Running Head: POSITIVE BEHAVIOR SUPPORT
Evaluation Survey
Date: _________ Position: ____
Age: _________ Staff: _____ Gender: _______ Faculty: _____
Others: _____ INSTRUCTION:
Please is very important to us that you take a few minutes to complete this evaluation survey.
The same will be provided for an academic purpose, and all information will be anonymously.
Respondent’s participation is completely voluntary. Action research project will help us to
understand Positive Behavior Support Read very carefully each question and mark with an (X)
the correspondence reply to your response.
Strongly Disagree (1) Disagree (2) Undecided (3) Agree (4) Strongly Agree (5)
Scale of Importance
Items SD D U A SA
1. Do you agree with PBS in educative systems 2 1 4 4
2. Do you think PBS is an effective approach to reduce behavior problems
3 7
3. PBS provides the effective alternative to traditional methods of discipline.
1 2 3 4
4.Teachers perceive changes in students after of apply approach
2 5 3
5. Can address management and disciplinary issues 2 8
1 2 5 17 26
34 Running Head: POSITIVE BEHAVIOR SUPPORT
Appendix A
Study Conceptual Framework
TOPIC A Positive Behavior Support Program and its effects in the Middle School level.
TRENDS 1. Collaboration process for establishing
common definition of behavioral expectation to establish a safer and more positive school environment.
PROBLEMS (HYPOTHESES) 1. Teaching and learning within Middle school level are often disruptive by problem behavior.
RESEARCH QUESTIONS
1. How accurate is the implementation of a Positive Behavior Support program in the Middle school level?