NDTAC Issue Brief: Supporting Student Achievement Through Sound Behavior Management Practices in Schools and Juvenile Justice Facilities: A Spotlight on Positive Behavioral Interventions and Supports (PBIS)

• NCJ Number: 240748
• Author(s): Nicholas Read; Stephanie Lampron
• Date Published: December 2012
• Length: 12 pages
• Grant Number(s): GS-10F-0112
• Sponsoring Agency: US Dept of Education
• Corporate Author: National Evaluation and Technical Assistance Ctr (NDTAC)
• Publication Format: Document (Online)
• Publication Type: Issue Overview
• Language: English
• Country: United States of America

Annotation

This issue brief presents an overview of the use of positive behavioral interventions and supports to improve the academic achievements and performance of at-risk youth.

Abstract

This brief examines how student behavior and academic performance and achievement can be affected by traditional discipline responses used by schools, and how the use of supportive behavior management practices can lead to positive academic outcomes for at-risk youth. The brief first examines the barriers that can lead to poor academic performance in young people with problem behaviors. These barriers include co-occurring learning and mental health disabilities, social and emotional connections, and the length of time spent away from classroom instruction. The brief also examines the effect that traditional discipline responses have on the academic achievement of student's with behavioral problems. One response to improving the academic achievement levels of at-risk youth is through the use of positive behavioral interventions and supports (PBIS), an evidence-based systems approach to improving the learning outcomes of troubled youth. The brief describes the main components of PBIS and discusses several ways that it can be implemented in a juvenile justice setting. Exhibit and references