Literature Review: Pbis

Chapter Two: Positive Behavior Interventions Literature Review
Research: Assessment and Evaluation

Educators today are faced with several challenges in their effort to teach children. School-wide Positive Behavior Support is a systems approach to establishing the social culture and behavioral supports needed for all children in a school to achieve both social and academic success.   SWPBS is not a packaged curriculum, but an approach that defines core elements that can be achieved through a variety of strategies (Department of Education: Office of Special Education, 2010).   “At most schools, when a student struggles in the regular education program, the school’s first systematic response is to refer the student for special education testing.”, whereas behavior issues might be the actual issue [   (Buffman, Mattos, & Weber, 2010, p. 13) ].   The following is an analysis of journal articles and sources regarding the evidence based on Positive Behavior Intervention Support.
Educators have the difficult task of educating students in which behavior is a major hindrance to their own learning as well as others around them.   “Our schools were not built so educators would have a place to work each day, nor do they exist so that our government officials have locations to administer high-stakes standardized tests each spring. If we peel away the various layers of local, state, and federal mandates, the core mission of every school should be to provide every student with the skills and knowledge needed to be a self-sufficient, successful adult” [   (Buffman, Mattos, & Weber, 2010, pp. 13-14) ].
Research suggests evidence be provided for a study to be valid or credible.   To meet an “evidence-based” standard “the practice/procedure must be operationally defined, there must be formal measures of fidelity, there must be formal outcome measures, and these elements must be used within a randomized control trial group research design” (Department of Education: Office of...