Bridging the Research-to-Practice Gap: Improving Hallway Behavior Using Positive Behavior Supports

This study evaluated the effectiveness of a positive behavior support (PBS) intervention in a rural elementary school. Through this use of clear, consistent behavioral expectations, grade-level assemblies, and complimentary reinforcement, there was a substantial improvement in hallway behavior, with...

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Bibliographic Details
Published in:Behavioral disorders 2004-02, Vol.29 (2), p.130-139
Main Authors: Leedy, Amanda, Bates, Perianne, Safran, Stephen P.
Format: Article
Language:English
Subjects:
Behavior Change
Behavior Disorders
Behavior Modification
Behavior Problems
Behavioral disorders
Cafeterias
Corridors
Data Collection
Dining Facilities
Educational Environment
Educational Facilities Improvement
Educational Practices
Elementary Education
Elementary Schools
Feet
Grade levels
Intervention
Middle Schools
Ohio
Oregon
Playgrounds
Positive Behavior Supports
Positive Reinforcement
Prosocial Behavior
Public Schools
Reinforcement
Structural Elements (Construction)
Student Behavior
Student Improvement
Surveys
Teachers
Teaching Methods
Walking
Zero Tolerance Policy
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Summary:This study evaluated the effectiveness of a positive behavior support (PBS) intervention in a rural elementary school. Through this use of clear, consistent behavioral expectations, grade-level assemblies, and complimentary reinforcement, there was a substantial improvement in hallway behavior, with an overall increase of 134.9% for compliance across six positive behaviors. These results demonstrate that, through the implementation of appropriate interventions and consistent reinforcement of established rules and expectations, the use of PBS can be applied in all schools, even those with limited resources. Based on these and related findings, research-validated practices exist to transform schools into safer and more favorable learning environments. The current challenge is for public schools to demonstrate a commitment to preventative practices to help bridge the research-to-practice gap.
ISSN:0198-7429
2163-5307
DOI:10.1177/019874290402900204