educ617

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.

4 Running head: CRITIQUE CHICAGO JOURNAL

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


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


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


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



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



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

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.


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.


NASSP Bulletin, 80 (579), 1-10.

Horner, R. H., Sugai, G., & Horner, F. (2000). A school wide approach to student discipline.



data to improve school wide discipline. Beyond Behavior, 11 (1), 20-22.


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


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


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.


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


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


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


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).


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.


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)


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


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.


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)


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.


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.


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


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


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


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


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



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



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

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



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

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( 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.


interventions and supports in the schools. Journal of Emotional and Behavioral

Disorders, 10, 171-181.


NASSP Bulletin, 80(579), 1-10.

Horner, R. H., Sugai, G., & Horner, F. (2000). A schoolwide approach to student discipline.



data to improve schoolwide discipline. Beyond Behavior, 11 (1), 20-22.


C.M. Nelson ( EDU). School Disorders, 10, 171-181.


NASSP Bulletin, 80 (579), 1-10.


Horner, R. H., Sugai, G., & Horner, F. (2000). A school wide approach to student discipline.



data to improve school wide discipline. Beyond Behavior, 11 (1), 20-22.


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.


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.


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



5. Can address management and disciplinary issues


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.


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


1 2 3 4


2 5 3

5. Can address management and disciplinary issues 2 8

1 2 5 17 26



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?


Pie Chart 1


Pie Chart 2


Pie Chart 3


Pie Chart 4


Pie Chart 5


Pie Chart 6


Pie Chart 7


Pie chart 8


Pie Chart 9


Bar Chart 1


Bar Chart 2


Bar Chart 3


Bar Chart 4


Bar Chart 5


Bar Chart 6


Bar Chart 7


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