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Running head: IMPACT OF SW-PBS ON REFERRAL RATES 1

Impact of School- Wide Positive Behavioral Support on Student Referral Rates

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

in referrals? Do the number of referrals for these specific students decrease?


IMPACT OF SW-PBS ON REFERRAL RATES 3

Impact of School- Wide Positive Behavioral Support on Student Referral Rates

“Positive behavior support is not a specific program, but a broad, generic term that

describes a set of strategies or procedures designed to improve behavioral success by employing

non-punitive, proactive, systematic techniques” (Sprick, 2019). Schoolwide Positive Behavioral

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.

Schoolwide Positive Behavioral Support Systems (SW-PBS) utilize a wide range of

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

(Office of Special Education Programs, 2004).

The second element, behavioral and biomedical sciences is based on conceptual

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

outcomes (Office of Special Education Programs, 2004).

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

developed internally. Improvement of the selection, adoption, outcomes and durability of

practices occurs due to data-based decision making (Office of Special Education Programs,

2004).

Statement of the Problem

We know SW-PBS were developed to support educators in their mission to provide

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?

Research Question and Hypothesis

Does the implementation of a School-Wide Positive Behavior Support System decrease

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

end of the school year.

Importance of the Study

Studying the effectiveness of SW-PBS is important to running effective and efficient

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

effective strategy in improving behavior and reducing referral rates to administration or

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

behavioral management efforts in other areas that have been proven.

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

how students are learning/living and reduce problem behaviors.

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

rates to administration and behavioral support affected by the implementation of SW-PBSS? Do

the number of referrals to administration and behavioral support decrease overall? If there is a

decrease in referrals, to what extent? In particular, to what extent if any do SW-PBSS on

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

Positive Behavioral Support Systems, Positive Behavioral Support, Impact of Positive

Behavioral Support, Effects of School-Wide Behavioral Support. Research articles were chosen

based on inclusion of the impacts or effectiveness of School-Wide PBSS on behavior, referrals,

and impacts on student behaviors within the studies. Articles chosen were published within the

past 15 years (2004-2019).


IMPACT OF SW-PBS ON REFERRAL RATES 8

At Risk Behavior and Emotional and Behavioral Disorders

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

Columbia, “results showed decreased levels of problem behaviour, decreased numbers of

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

implemented the intervention showed positive results of decreasing challenging behavior in

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,

2014). These results show a significant reduction in office disciplinary referrals.

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

staff and implementation of the program.

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

behavior” (Noltemeyer, 2019).

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

upper grade levels.

Alternative Education

A majority of studies have examined the effects of SW-PBSS in a general 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.

Based on descriptive reports in this setting, positive improvements resulted. “Descriptive

evidence indicated the success of these approaches in reducing the use of restraint and seclusion

procedures” (Gelbar, 2015).

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.

Overall, do SW-PBSS work in affecting behavior? Does the implementation of these

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

referred to administration of behavioral support on a regular basis? Are SW-PBS interventions

effective in these specific students? Is a SW-PBS sufficient in addressing these students’


IMPACT OF SW-PBS ON REFERRAL RATES 12

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

of SW-PBS in school communities to affect positive change. Insignificant or negative findings

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

which they provide care.

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

participated in a structured SW-PBS in the past.

Within each of the schools, administrators will be asked to determine, through

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

outcomes as a result of implementation of the newly implemented SW-PBS. Other study

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

estimates of the parameters of interest” (NIST Sematech, n.d.)

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:

 I have been trained in the use of the SW- PBS program

 I have been using the SW-PBS program on a daily basis

 Overall, I have noticed a positive change in behavior in my classroom

 I have noticed a positive change in this particular student's behavior

 There has been an overall reduction in referrals to administration or behavioral

support in my classroom

 There has been a reduction in referrals to administration or behavioral support for

this particular student

Data Collection and Analysis

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

differences across school districts.


IMPACT OF SW-PBS ON REFERRAL RATES 15

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

other types of research” (Institute of Education Sciences, US Department of Education, 2013).

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

I will overcome barriers to my TARP by constantly reassessing where I am at with the

study. I will readjust expectations, plans and strategies as needed to make the study successful. I

will be open to suggestions for improvement.

My study is specific to addressing the need to find resources and strategies that aid in

improving behavior in students with a tendency toward referrals to administration or behavioral

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.

As a professional, my TARP is relevant in the classroom and school community. SW-

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

students who exhibit challenging behavior.

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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org.mylibrary.wilmu.edu/10.1037/spq0000039

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