Teacher Perception of the Acceptability and Utility of a School-Wide Positive Behavioural Approach to Discipline
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Date
2008-01
Authors
Mifflen, Mary
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Abstract
Studies have shown that school culture and climate have an immense influence on
students' academic achievement (Coyle & Witcher, 1992; Rutter, 1983). Review of current
research literature reveals an abundance of programs designed to improve the behavioural
functioning of students. A concomitant proliferation of studies delves into the effectiveness
of these programs. Many studies base determination of efficacy upon achieving a criterion of
reduced office discipline referrals per month. An underlying assumption is that, as the
climate of the school improves, challenging behaviour is reduced.
A complementary means of evaluating efficacy is via examination of the social
validity of a program. Social validity is defined as the social significance of the goals of
interventions, the social acceptability of the components of interventions used to attain those
goals, and the social importance of the effects of an intervention (Wolf, 1978). Adherence to
policies and techniques are more likely to be adequately achieved by individuals who believe
in a program's goals and effects, as well as its techniques or processes.
Initiatives adopted to address childhood behaviour must be deemed useful and
acceptable by those implementing it; otherwise implementation may lack integrity and risk
failure. This could not only undermine the use of a promising and potentially beneficial
initiative, but also risks burn-out and cynicism in response to future attempts to improve
school climates.
Given the importance of school climate, and disciplinary approaches as part of this
climate, the purpose of this study was to examine teachers' perceptions of the effectiveness
and usefulness of a district-wide, school-based initiative - Positive and Effective Behaviour Supports (PEBS) - in one school board in Nova Scotia. Currently in Nova Scotia, evaluation
of this program is focussed upon evaluation of discipline referrals. It was the aim of the
current research to provide complementary analysis to inform the School Board's
implementation of the PEBS initiative. Results demonstrated that elementary teachers were
more likely than middle/junior high teachers to perceive PEBS as useful for managing
behaviour and effective in communicating school wide expectations to children. Elementary
teachers also tended to report improved management style and climate change to a greater
extent than did middle/junior high teachers. Results were discussed in relation to training
and implementation improvements.
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Keywords
Behavior modification , School discipline -- Nova Scotia , Positive Effective Behaviour Supports