Open Access Thesis
Problem children -- Behavior modification; Problem children -- Education; Behavior modification
This literature review critically examines the effectiveness of Tier 1 Positive Behavioral and Intervention Supports (SWPBIS). Managing problem behavior in the school setting has been a major focus of educators, with the goal of lowering classroom disruptions and increasing the effectiveness of learning.
Over the years, school wide behavior management programs have not been consistent or widespread leading educators to identify disruptive behavior as a primary concern in their classrooms. SWPBIS emphasizes the integration of measurable outcomes, data-based decision making, and evidence based interventions. Research on the implementation of SWPBIS in schools has displayed positive effects related to decreasing the frequency of problem behavior, increasing academic achievement among students, and promoting a positive school culture.
SWPBIS has been proven to be effective in the early to middle grades; however, more research is needed to determine effect size at preschool and high school levels. Some research examining SWPBIS contend it is more of a system to manage behavior rather than to teach children behaviors needed to successfully function in society. The purpose of this literature review is to describe SWPBIS, its documented effectiveness at the Tier I level, how it impacts diverse student populations, and to present the point of view of those who oppose the program's claim of effectiveness.
Year of Submission
Specialist in Education
Department of Educational Psychology and Foundations
Stephanie L. Schmitz
1 PDF file (iii, 39 pages)
©2013 Gregory James Halsor
Halsor, Gregory James, "School wide positive behavioral and intervention supports : the effectiveness of Tier 1 strategies" (2013). Theses and Dissertations @ UNI. 443.