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Addressing Individual Perspectives in the Development of Schoolwide Rules: A Data-Informed Process

Valenti, MW and Kerr, MM (2015) Addressing Individual Perspectives in the Development of Schoolwide Rules: A Data-Informed Process. Journal of Positive Behavior Interventions, 17 (4). 245 - 253. ISSN 1098-3007

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Abstract

© 2014, © Hammill Institute on Disabilities 2014. Consensus among the majority of staff is essential for the development and consistent implementation of the Schoolwide Positive Behavior Interventions and Supports (SWPBIS) framework. At the universal level, a shared vision reflects consensus regarding operational definitions of behaviors (rules) and consequences. Yet, decades of research indicate that educators possess idiosyncratic standards for student behaviors. Lengthy and often unproductive discussions can arise when discussing school rules with a large group of adults. To address situations where consensus is difficult to achieve, this article outlines a process that assesses and summarizes the views of all school-based staff and then facilitates discussions based on the aggregated data. To illustrate this approach, we include two case studies involving faculty members struggling to find consensus about their schoolwide rules and describe how agreement was achieved. Recommendations for SWPBIS coaches conclude the article.


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Details

Item Type: Article
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Valenti, MW
Kerr, MMmmkerr@pitt.eduMMKERR0000-0002-2082-8812
Date: 1 January 2015
Date Type: Publication
Journal or Publication Title: Journal of Positive Behavior Interventions
Volume: 17
Number: 4
Page Range: 245 - 253
DOI or Unique Handle: 10.1177/1098300714544405
Schools and Programs: School of Education > Administrative and Policy Studies
School of Education > Psychology in Education
School of Medicine > Psychiatry
Refereed: Yes
ISSN: 1098-3007
Date Deposited: 16 Aug 2016 14:12
Last Modified: 02 Feb 2019 14:56
URI: http://d-scholarship.pitt.edu/id/eprint/29286

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