Schoolwide Positive Behavioral Interventions and Supports in an Alternative Education Setting: Examining the Risk and Protective Factors of Responders and Non-Responders

Autor/inn/en	Griffiths, Amy-Jane; Izumi, Jared T.; Alsip, James; Furlong, Michael J.; Morrison, Gale M.
Titel	Schoolwide Positive Behavioral Interventions and Supports in an Alternative Education Setting: Examining the Risk and Protective Factors of Responders and Non-Responders
Quelle	In: Preventing School Failure, 63 (2019) 2, S.149-161 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2018.1534224
Schlagwörter	Positive Behavior Supports; At Risk Students; Nontraditional Education; Delinquency; Resilience (Psychology); Behavior Problems; Student Behavior; Behavior Modification; Secondary School Students; Hispanic American Students; Child Behavior; Rating Scales; Family Environment; Educational Environment; Student Attitudes; Family Relationship; Environmental Influences; Community Influence; California; Behavior Assessment System for Children + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Kriminalität; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Sekundarschüler; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Rating-Skala; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Environmental influence; Umwelteinfluss; Kalifornien
Abstract	This research examined the risk and protective factors of responders and nonresponders to a schoolwide implementation of positive behavioral interventions and supports (SW-PBIS) within an alternative school. Students completed self-perception measures of individual, school, community, and home systems. Multivariate analysis of variance indicated a statistically significant difference between responders and nonresponders on the individual and school systems models. Direct logistic regression indicated that within these models, hostility, destructive expression of anger, depression, academic self-concept, attitude to teachers, and attitude to school each made a significant contribution in identifying responders and nonresponders. Findings suggest that factors at the individual and school levels may be crucial in identifying individuals who respond favorably to SW-PBIS. Interventions that target specific risk factors may improve responsiveness to SW-PBIS in alternative schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01