Bridging the Research-to-Practice Gap: Improving Hallway Behavior Using Positive Behavior Supports
This study evaluated the effectiveness of a positive behavior support (PBS) intervention in a rural elementary school. Through this use of clear, consistent behavioral expectations, grade-level assemblies, and complimentary reinforcement, there was a substantial improvement in hallway behavior, with...
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| Veröffentlicht in: | Behavioral disorders 2004-02, Vol.29 (2), p.130-139 |
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| creator | Leedy, Amanda Bates, Perianne Safran, Stephen P. |
| description | This study evaluated the effectiveness of a positive behavior support (PBS) intervention in a rural elementary school. Through this use of clear, consistent behavioral expectations, grade-level assemblies, and complimentary reinforcement, there was a substantial improvement in hallway behavior, with an overall increase of 134.9% for compliance across six positive behaviors. These results demonstrate that, through the implementation of appropriate interventions and consistent reinforcement of established rules and expectations, the use of PBS can be applied in all schools, even those with limited resources. Based on these and related findings, research-validated practices exist to transform schools into safer and more favorable learning environments. The current challenge is for public schools to demonstrate a commitment to preventative practices to help bridge the research-to-practice gap. |
| doi_str_mv | 10.1177/019874290402900204 |
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Through this use of clear, consistent behavioral expectations, grade-level assemblies, and complimentary reinforcement, there was a substantial improvement in hallway behavior, with an overall increase of 134.9% for compliance across six positive behaviors. These results demonstrate that, through the implementation of appropriate interventions and consistent reinforcement of established rules and expectations, the use of PBS can be applied in all schools, even those with limited resources. Based on these and related findings, research-validated practices exist to transform schools into safer and more favorable learning environments. The current challenge is for public schools to demonstrate a commitment to preventative practices to help bridge the research-to-practice gap.</description><identifier>ISSN: 0198-7429</identifier><identifier>EISSN: 2163-5307</identifier><identifier>DOI: 10.1177/019874290402900204</identifier><language>eng</language><publisher>Los Angeles, CA: Council for Children with Behavioral Disorders</publisher><subject>Behavior Change ; Behavior Disorders ; Behavior Modification ; Behavior Problems ; Behavioral disorders ; Cafeterias ; Corridors ; Data Collection ; Dining Facilities ; Educational Environment ; Educational Facilities Improvement ; Educational Practices ; Elementary Education ; Elementary Schools ; Feet ; Grade levels ; Intervention ; Middle Schools ; Ohio ; Oregon ; Playgrounds ; Positive Behavior Supports ; Positive Reinforcement ; Prosocial Behavior ; Public Schools ; Reinforcement ; Structural Elements (Construction) ; Student Behavior ; Student Improvement ; Surveys ; Teachers ; Teaching Methods ; Walking ; Zero Tolerance Policy</subject><ispartof>Behavioral disorders, 2004-02, Vol.29 (2), p.130-139</ispartof><rights>Copyright 2004 Council for Children with Behavioral Disorders</rights><rights>2004 Hammill Institute on Disabilities</rights><rights>Copyright Council for Children with Behavioral Disorders Feb 2004</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c383t-d0a6bda67894b9624157b8ce976a3c3f857fe3ffe8454fd916e3a7f32f1fc61e3</citedby><cites>FETCH-LOGICAL-c383t-d0a6bda67894b9624157b8ce976a3c3f857fe3ffe8454fd916e3a7f32f1fc61e3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/23889446$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/23889446$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,21819,27869,27924,27925,43621,43622,58017,58250</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ772520$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Leedy, Amanda</creatorcontrib><creatorcontrib>Bates, Perianne</creatorcontrib><creatorcontrib>Safran, Stephen P.</creatorcontrib><title>Bridging the Research-to-Practice Gap: Improving Hallway Behavior Using Positive Behavior Supports</title><title>Behavioral disorders</title><description>This study evaluated the effectiveness of a positive behavior support (PBS) intervention in a rural elementary school. Through this use of clear, consistent behavioral expectations, grade-level assemblies, and complimentary reinforcement, there was a substantial improvement in hallway behavior, with an overall increase of 134.9% for compliance across six positive behaviors. These results demonstrate that, through the implementation of appropriate interventions and consistent reinforcement of established rules and expectations, the use of PBS can be applied in all schools, even those with limited resources. Based on these and related findings, research-validated practices exist to transform schools into safer and more favorable learning environments. 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disorders</jtitle><date>2004-02-01</date><risdate>2004</risdate><volume>29</volume><issue>2</issue><spage>130</spage><epage>139</epage><pages>130-139</pages><issn>0198-7429</issn><eissn>2163-5307</eissn><abstract>This study evaluated the effectiveness of a positive behavior support (PBS) intervention in a rural elementary school. Through this use of clear, consistent behavioral expectations, grade-level assemblies, and complimentary reinforcement, there was a substantial improvement in hallway behavior, with an overall increase of 134.9% for compliance across six positive behaviors. These results demonstrate that, through the implementation of appropriate interventions and consistent reinforcement of established rules and expectations, the use of PBS can be applied in all schools, even those with limited resources. Based on these and related findings, research-validated practices exist to transform schools into safer and more favorable learning environments. The current challenge is for public schools to demonstrate a commitment to preventative practices to help bridge the research-to-practice gap.</abstract><cop>Los Angeles, CA</cop><pub>Council for Children with Behavioral Disorders</pub><doi>10.1177/019874290402900204</doi><tpages>10</tpages></addata></record> |
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| ispartof | Behavioral disorders, 2004-02, Vol.29 (2), p.130-139 |
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| subjects | Behavior Change Behavior Disorders Behavior Modification Behavior Problems Behavioral disorders Cafeterias Corridors Data Collection Dining Facilities Educational Environment Educational Facilities Improvement Educational Practices Elementary Education Elementary Schools Feet Grade levels Intervention Middle Schools Ohio Oregon Playgrounds Positive Behavior Supports Positive Reinforcement Prosocial Behavior Public Schools Reinforcement Structural Elements (Construction) Student Behavior Student Improvement Surveys Teachers Teaching Methods Walking Zero Tolerance Policy |
| title | Bridging the Research-to-Practice Gap: Improving Hallway Behavior Using Positive Behavior Supports |
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