Example TARP
Example TARP
Example TARP
Student Name
Wilmington University
IMPACT OF SW-PBS ON REFERRAL RATES 2
Abstract
The practice of using Positive Behavior Support (PBS) systems in schools has been used to
support education professionals in their efforts to affect behavior in the classroom. Educators
use PBS systems school-wide as a means to prevent behavior problems and produce better
behavior in students. This leads to more classroom time used for instruction and the
development of academic, social, and lifestyle skills as well as the reduction of interruptions in
the classroom. Many studies have looked at the effects of PBS systems on the general school
population. This study examines the use of school-wide PBS systems and their impact on
behavior in students with have a tendency toward behavior that leads to referrals to
administration or behavioral support professionals. Specifically, does the use of PBS systems
have a positive impact on the behavior of students with the tendency to exhibit behavior resulting
“Positive behavior support is not a specific program, but a broad, generic term that
Support Systems are being utilized in schools across the nation in order to support educators in
their mission to provide students with academic skills competence, social skills competence and
lifestyle skills competence.” Usually, the school has a single set of cues and prompts for certain
behaviors, clarity about school rules and the consequences, and means to win prizes or special
privileges” (Webster, 2019). Educators find that efforts to focus on the mission are being
hindered by problem behavior and lack of classroom management. Schools are turning to SW-
PBS to help address these issues and prevent problem behavior from occurring.
Schools have struggled with addressing problem behavior for a variety of reasons. Some
of these reasons include reactive and controlling school climates, inefficient and ineffective
organizational structure and processes, student differences, and competing and overlapping
initiatives (Office of Special Education Programs, 2004). Other obstacles include increased
public demand for academic achievement and accountability, media portrayal of role models that
are violent and antisocial, occurrences of anti-social behavior, and a limited capacity to educate
students with disabilities (Office of Special Education Programs, 2004). The reaction to student
anti-social behavior and behavioral problems has been highly reactive in the past. Teachers and
administrators have relied on reactive, aversive consequences in the past because they get a
response from the child and it seems to fix the problem. However, in students who tend to
exhibit problem behavior, aversive consequences can be the least effective (Office of Special
Education Programs, 2004). Addressing challenging behavior successfully requires the use of a
IMPACT OF SW-PBS ON REFERRAL RATES 4
proactive approach. One in which proper behavior is taught, regularly practiced and positively
reinforced. “PBS as a construct is not new. It has roots in psychology via the theory of applied
behavior analysis, but it has progressed from special education settings to general education”
(Sprick, 2019). The use of SW-PBS has come to be a popular way to address the needs of
schools in order to support their efforts to positively reinforce proper behaviors in schools.
individualized and systemic strategies to prevent problem behavior with all students and achieve
key learning and social outcomes. The four elements that comprise a SW-PBS include
operationally defined and valued outcomes, behavioral and biomedical science research-
validated practices, and systems change to enhance the quality of how students are
learning/living and reduce problem behaviors (Office of Special Education Programs, 2004).
These systems are designed to meet the needs of schools and the challenges they face. They
work with the entire student population. They focus on strategies that are effective, efficient and
relevant. SW-PBS focus on prevention to ensure safe environments, include academic and
behavioral success and build a school environment based on team building and problem solving.
Broken down into each element, the element of being operationally defined includes the
identification of desired academic and behavioral outcomes and linking them to individual
academic goals and objective, school improvement projects, and local and state initiatives. The
objectives are to be chosen, described, and evaluated with data. Valued outcomes are positive
lifestyle changes resulting in an increase of social belonging and an increase of quality of life
principles from behavioral and biomedical research. These principles include the concepts that
IMPACT OF SW-PBS ON REFERRAL RATES 5
behavior is taught and can be learned, and that it is lawful and predictable. It also includes the
concept that environmental factors can interact with an individual’s biophysical characteristics
and can affect that individual’s behavior. Environmental factors can be assessed and
manipulated to predictably affect behavior as well. While supporting students with behavioral,
emotional, social and mental health issues, it is important to understand the relationship between
physiology and environmental variables. Also, the collection of data and the use of that data is
important in intervention and improving systems and programs (Office of Special Education
Programs, 2004).
Research validated practices are the third element of SW-PBS. These systems need to
ensure that they are using practices, strategies, curriculum, and interventions that are based on
research. Data-driven practices are given priority and data are used to select practices, goals and
The fourth element of SW-PBS is that priority is given to system changes that are
supportive of effective and efficient selection of practices and the implementation of them by
school personnel. The policies, principles, routines and supports, and administrative leadership
are operationalized by the use of the selected practices. Behavioral expertise and capacity are
practices occurs due to data-based decision making (Office of Special Education Programs,
2004).
students with academic skills competence, social skills competence and lifestyle skills
IMPACT OF SW-PBS ON REFERRAL RATES 6
competence. We also know how these systems were developed. Next, we need to know if these
systems are effective. Does the use of SW-PBS improve behavior? How do we measure this?
the overall number of student referrals to administration or behavior support at the mid-year
mark and the end of the school year? I hypothesize that the overall number of referrals to
administration or behavior support will decrease at the mid-year mark and decrease further at the
schools. Educators strive to use the best strategies in education in order to accomplish these
goals. The information gained from this study can be used by educators in order to develop and
utilize the best strategies to manage behavior in their schools. Should SW-PBS prove to be an
behavioral support, educators will be able to focus behavioral management efforts on a proven
method. Should the use of SW-PBS prove to show no significant improvement in referral rates
to administration or behavioral support, educators can utilize this information to refocus their
Literature Review
School-Wide Positive Behavioral Support Systems are widely used in school systems to
aid educators in managing student behavior. SW-PBSS are put into place to support educators’
goals of teaching academic skills, social skills, and lifestyle skills. Behavior problems and
challenges often impede teacher’s efforts to be able to focus on these goals and result in
IMPACT OF SW-PBS ON REFERRAL RATES 7
unnecessary distractions. One result in reaction to behavior issues is the student’s referral to
administration or a behavioral support specialist. Educators have employed the use of SW-PBSS
to prevent problem behavior, reinforce positive behaviors and to ensure a safe environment for
all students. SW-PBSS are based on operationally defined and valued outcomes, behavioral and
biomedical science research- validated practices, and systems change to enhance the quality of
Understanding the wide use of Positive Behavioral Support Systems, and why they are so
widely used in education, the need to look at their actual effectiveness in schools arises. Of
particular interest is the effectiveness of these systems on student referral rates. Are the referral
the number of referrals to administration and behavioral support decrease overall? If there is a
students who tend to exhibit problem behaviors that are referred to administration or behavioral
support?
Inclusion Criteria
In researching the topic of School-Wide PBSS, I searched for the phrases, School-Wide
Behavioral Support, Effects of School-Wide Behavioral Support. Research articles were chosen
and impacts on student behaviors within the studies. Articles chosen were published within the
Findings regarding students who exhibit at-risk behavior and students with emotional and
behavioral disorders seem mixed with some studies finding significant reduction in referrals and
others insignificant results. Though significant results seem to outnumber insignificant findings.
No Significant Results
A study of the long- term effects of Positive Behavioral Support in secondary schools did
not find significant long- term effects in students with emotional and behavioral disorders.
(Rafferty, 2008). Though, researchers suggest that early interventions prior to secondary school
may have been needed. Another study found that “The empirical evidence on the impact of
SWPBS at the universal level is strong on reduction of general problem behavior but limited
with respect to specific impact on students with EBD” (Lewis, 2017). One more study found no
significant change in behavior from the implementation of a SW-PBSS. “These analyses did not
show any significant positive effects on the school level suspension rate (Ryoo, 2018). These
findings seem to indicate that problem behavior is more challenging to affect through SW-PBSS.
Significant Results
As previously discussed, more significant positive results have been found in studies on
SW-PBSS than insignificant results. In a study conducted in a medium sized school district in
students at risk for significant behaviour challenges, and increased academic achievement and
student perceptions of school safety for schools implementing SWPBS, in comparison to low
implementing schools and district and provincial averages (McIntosh, 2011). Schools that
students.
IMPACT OF SW-PBS ON REFERRAL RATES 9
Other results show “Anecdotal evidence based upon the school counselor's experiences
suggested that SWPBS was particularly beneficial for the students with behavioral-emotional
disabilities (BEDs) (Curtis, 2010). The school this study was conducted in showed a 47.8 %
decrease in behavioral referrals and a 67% decrease in out of school suspensions over a 4-year
study on the effects of a PBSS. According to a study conducted in Canada, office referrals
drastically reduced as a result of SW-PBSS, “ODRs were reduced by more than half from partial
implementation (518 ODRs) to full implementation (252); a reduction of 266 ODRs” (Kelm,
Other studies took the approach of evaluating staff perceptions of the school climate.
After training of staff in Safe & Civil Schools Foundations: Establishing Positive Discipline
Policies and implementation of the PBSS, staff found positive outcomes. “staff perceptions of
student behaviors after entering SCS Foundations training improved on several measures”
(Smolkowski, 2016). These measures included bullying, disrespectfulness, and defiance. This
study suggests an improvement of behaviors within the entire student population after training of
Tier 1 supports are universal behavioral supports for the entire school. Within Tier 1, 3 to
5 positively worded behavioral expectations are focused on throughout the school. N When
these positive behaviors are recognized, staff acknowledge them in a positive manner. A study in
Ohio found that “Overall, the results suggest higher Tier 1 PBIS implementation is significantly
associated with positive student outcomes in this sample, especially those related to student
High school is a level of education that can be difficult to impact behavior. In a study
high schools that implemented a SW-PBSS were compared with other schools. The findings
IMPACT OF SW-PBS ON REFERRAL RATES 10
show “results of a multilevel latent growth model showed that although rates of problem
behavior were higher in intervention schools during the baseline year, there was a statistically
significant decrease in problem behavior for students in schools implementing SW-PBIS over the
course of the study, whereas there was a steady increase in problem behavior in comparison
schools” (Flannery, 2014). These findings suggest that improvements are possible at even the
Alternative Education
setting such as the study conducted in a Columbia, SC school district that compared low SW-
PBS implementing schools with high SW-PBS implementing schools (McIntosh, 2011). Other
studies have narrowed down their focus in an alternative education setting. Alternative education
settings generally serve students that have a greater need for special educations services, receive
more interventions than the general population, and have a lower teacher to student ratios. The
use of Tier-1 interventions and staff training was examined in an alternative school setting.
evidence indicated the success of these approaches in reducing the use of restraint and seclusion
Summary
In summary, SW-PBSS have been utilized in schools and school districts over the years
as a tool to reduce problem behavior and improve academic performance. The idea of these
systems is to improve behavior, resulting in increases in instruction time for teachers. Teaching
positive behaviors and recognizing the demonstration of the positive behaviors should result in
IMPACT OF SW-PBS ON REFERRAL RATES 11
increased instruction time. The increased instruction time hopefully results in improved
academic performance.
systems result in a decrease in negative behavior, office referrals, out of school suspensions and
other negative consequences linked to problem behavior? The results are mixed, though positive
outcomes seem to prevail. In the research presented, multiple strategies were used to examine
the issue. It seems that research would benefit from multiple studies conducted with the exact
same methods in multiple locations, though this would require much cooperation and
communication by those involved in such a study. The mixed results also seem to suggest the
need for further study to determine the effectiveness of SW-PBSS on problem behavior and
student referral rates in order to gain more understanding of how to effect positive change in
schools.
Background
SW-PBS systems have been researched over the years showing mixed results. As
previously discussed, the majority of studies have shown positive results regarding positive
behavior. On the other hand, others have shown no significant positive results. Due to the mixed
results, it seems that further research in the area would be beneficial to educators as they
continue to affect positive change in behavior. Specifically, the need to study the effects of SW-
PBS on problem behavior and student referral rates. Referral rates in a school’s overall referral
rates are a good start in the effects of SW-PBS. Taking a closer look at referral rates would be
beneficial as well. How does PBS effect behavior in individual students who are typically
behaviors, or do we need to seek out alternative approaches to positively affect the behavior of
these students?
Research Methodology
This study will examine the use of SW-PBS on the behavior of students who have a
history of being referred to administration or behavioral support staff. It specifically asks the
question, what impact do Schoolwide Positive Behavioral Support Systems have on the student
referral rate to administration or behavioral support in students who are typically referred to
administration or behavioral support staff? This study is designed to address the issue of student
behavior in the classroom and school wide. Positive findings could be used to reinforce the use
could act as a catalyst to search for alternative methods in addressing behavior in schools. The
information found from this study could also be used outside of the classroom within the home
or daycare settings. Parents and caregivers would benefit from the information found in this
study by using it to develop their own behavior systems with their children and the children for
Population
Three school districts in the state of Delaware will be chosen to participate in the study
including all elementary schools within each of the districts. The demographics of the school
districts chosen will closely mirror the demographics of the student population of the state. One
district which reports a high rate of student referrals to administration and behavioral support
staff, one which reports an average rate of student referrals to administration and behavioral
support staff, and one which reports a low rate of student referrals to support staff. Request of
this information will be submitted to each district in support of the study with explanation as to
IMPACT OF SW-PBS ON REFERRAL RATES 13
why the information is being requested. None of the school districts chosen will have
referral records, those students that have been referred to administration or behavioral support
staff at least twice in the past year. The study will examine these students and their behavioral
participants will include each school’s administration and the teachers of the identified students.
Overall, the population of the study was chosen to offer enough data to receive an accurate look
at the information. Reducing the population too much would offer less data to work with and
less accuracy of statistics. “Of course, the sample size you select must make sense. This is where
the trade-offs usually occur. We want to take enough observations to obtain reasonably precise
Instrumentation
All districts and tools will be given the same SW-PBS to implement at the beginning of
the school year. Teachers, administration and staff will be trained in the use of and
implementation of the SW-PBS system prior to the beginning of the school year. Study
administrators will work with school districts to offer professional development credit to teachers
for participating in the study. Tools used to complete the study will include teacher journals,
referral records, and teacher surveys. Beginning with teacher journals, teachers will complete a
weekly journal entry for each identified student. The journal will account for overall behavior
during the week, teacher observations and any specific incidents regarding student behavior.
Referral records will be kept up to date daily, recording all referrals to administration or
behavioral staff. Surveys will also be answered by teachers at the conclusion of each marking
IMPACT OF SW-PBS ON REFERRAL RATES 14
period. Teachers will be asked to respond as to the degree they agree with each statement
(Strongly agree, agree, neutral, disagree, strongly disagree). Statements included in the survey
will be:
support in my classroom
Three points of data have been chosen to collect information. Data from the three areas
of teacher journals, referral records and teacher surveys will be analyzed throughout the year.
Three areas were chosen in order to look at the data from different perspectives. “Study the
research from at least three separated pieces of data” (Pine, 2009) Teacher journals will be
collected after each marking period. The journals will be examined for trends and or unusual
comments. Teacher journals data will be reported by noting trends within the teacher journals,
and the sharing of any comments that reflect behavior change within students in general, as well
as individual students. Referral records will also be collected and analyzed at the end of each
marking period looking for significant changes to overall referral rates as well as any significant
changes noted in the referral rates for individual students. All data will also be analyzed for
Data will be reported using visual charts for overall referral rates. Surveys will be
collected, and answers will be evaluated at the same intervals after each marking period.
Surveys will be examined, taking note of any significant changes in answers throughout the year.
Data for surveys will be reported by breaking down answers to each individual question, noting
any significant changes. Information from each data category will also be compared to any
significant trends across the three data categories, as well as across three districts. Discussion
will be provided regarding results, what the results show, and how the results may be used in the
classroom and at home. Suggestions for further study will also be made as educational research
provides for further study. “Research generates important feedback loops, with each type of
research potentially contributing to an evidence base that can inform and provide justification for
Summary
In summary, the study will examine the question, what impact do Schoolwide Positive
Behavioral Support Systems have on the student referral rate to administration or behavioral
support in students who are typically referred to administration or behavioral support staff? A
new SW-PBS will be implemented in schools from three districts, one with a high referral rate,
one with an average referral rate, and one with a low referral rate. Behavior will be examined in
students with a history of referrals to administration or behavioral support staff. This behavior
will be studied through the three different data points of teacher journals, referral rates, and
teacher surveys. Data collected will be examined to determine if a SW-PBS system is effective
in affecting positive change in students who are typically referred to administration or behavioral
support staff. Results will aid in determining if a SW-PBS is sufficient in affecting positive
change, or if other strategies may need to be used in affecting positive change in these students.
IMPACT OF SW-PBS ON REFERRAL RATES 16
study. I will readjust expectations, plans and strategies as needed to make the study successful. I
My study is specific to addressing the need to find resources and strategies that aid in
support. It looks at students with a tendency towards behavior issues rather that then entire
student population within schools. It is measurable by the use of tools selected for measurement
including the use of teacher journals, referral records and teacher surveys.
PBS could lead to a better classroom experience with the students in my class and in my school
community. It could lead to better relationships with my students and more time dedicated to
teaching and learning. If SW-PBS works to improve behavior with students that are more
challenging, I would welcome its use at my school and be an advocate for it as well. If there is
not a significant improvement in behavior, I would look for other strategies to implement with
my students that may have a positive effect on behavior with all students, particularly with
I would allocate one year for preparation of my TARP. I would use this time by gathering
and developing the materials and tools needed for the study. I would also use this time to contact
districts, research referral rates, and develop agreements with districts to conduct the research.
The actual data collection would occur for one school year. Once all information was gathered, I
would allow another 6 months to complete analyzing the data and writing up the research article.
IMPACT OF SW-PBS ON REFERRAL RATES 17
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