Positive Behavior Programs for Low Socio-Economic Status Schools
Dayna L. Winczner
Central Michigan University
Abstract
This paper discusses the effects of implementing positive behavior programs for low socio-economic status schools (SES). Disruptive behaviors, bullying, and physical altercations are a few infractions that disrupt the learning process. Behavioral issues continue to be a main area of concern when it comes to classroom management. After years of creating systems and practices to decrease disciplinary problems, research has proven that promoting a positive atmosphere can decrease these behavioral problems within the school setting. When a student is removed from the classroom, he or she may miss hours or days of instructional time (Spencer 2015). Research and evidence-based practices, like that of positive behavior programs, have proven to give students an outlet to reflect on situations that could potentially get them into trouble in their future. The goal of this paper is to provide evidence and display practical adaptations to a positive behavior program and the long-lasting positive effects it has on students of low SES. The position of this paper supports implementing a positive behavior program to help reduce behavioral issues with students who attend low SES schools.
Introduction
Too often in schools, we hear teachers state, “Why should I teach a child to behave”? There is a preconceived notion that children should know right from wrong and how to behave in a social setting. This is not always the case. Evidence proves through many positive behavior programs, the evidence-based practices help reduce disciplinary problems within the academic institution (PBIS, 2017). Socio-economic status is defined as the social standing or class of an individual or group (“Socioeconomic Status”, 2017). It is often measured as a combination of education, income, and occupation. (“Socioeconomic Status”, 2017). Students who come from low socio-economic status backgrounds tend to have the most disciplinary issues within schools. This is due to the lack of parental support and supervision.
Problems with Low Socio-Economic Status Students
There is a correlation between low SES students and behavioral issues. According to research conducted by Patrick McGrath and Frank Elgar (2015), SES positively relates to behavioral health in every age-group and social context in which it has been studied. The relation is monotonic –meaning that at every level of SES, health and well-being are usually better at the level above and poorer at the level below (McGrath and Elgar, 2015). Students who are from low SES backgrounds tend to have parents who work irregular schedules, have a single parent, have inadequate access to primary healthcare, or have a parent(s) who lack intellectual or behavioral development (“Five Social Disadvantages”, 2017). While this is not the case for every child, many socioeconomic disadvantages affect a child’s ability to succeed at their grade level expectations. Parents’ failure to engage in educationally supportive activities are associated with children’s poorer academic and behavioral outcomes (“Five Social Disadvantages”, 2017). Due to the lack of involvement in the early years of a child growing up in a low SES setting, children lose basic social skills and the ability to solve problems.
Students who come from low SES backgrounds have fewer resources available to help them succeed. Many factors can affect a child’s ability to succeed in the classroom. The society they are raised in plays a major part in the available resources. Neighborhoods with higher income have libraries with advanced technology while low SES neighborhoods do not have the same resources. Research conducted by McGrath and Elgar (2015) stated, “Low levels of education and adolescent parenthood are associated with low SES, and these may perpetuate poverty, resulting in effects on behavior problems generations later” (McGrath and Elgar, 2015). These connections prove that due to the lack of aforementioned parental involvement, behavioral issues arise as a result.
New reforms emphasize systems to give children support needed to succeed in life. The curriculums behind many programs promote and enhance social and critical-thinking skills when it comes to situations with behavior. Many students who are from SES backgrounds come from a single-parent household. They also tend to come from a low poverty living area. It is common amongst low SES students that the parental support has a single job with low pay. These are just a few of the factors that create long-lasting effects on the child. A student’s perception of school is negative because of the influence of the adults that are within their support system. This often leads to violations of the school rules. Joshua Spencer (2015) conducted research that led to the following:
“Bradshaw, Koth, Thornton, and Leaf (2009) stated that school-based prevention models, such as positive behavioral interventions and supports (PBIS, 2017), have a goal to establish a positive school environment so students know what behaviors are expected of them and to create systems to help increase the positive behavior of students with higher needs, who are students who have received five or more office referrals during the school year” (Spencer, 2015).
Many of these students are targeted to receive the intervention of behavioral skills to help reduce their infractions with school rules. Developing appropriate coping skills with behaviors helps a student from a low SES focus on their academic content.
The main components for behavior programs that focus on positive behaviors are to be respectful, no put-downs, cooperate with others, and to solve problems peacefully (Biglan et al., 2001). When a student begins to show improvement with their behaviors, despite the lack of support outside of the school, they will then receive positive recognition for their progress. Students from low SES settings can focus on these three main components to help them succeed in the classroom. “Evidence shows that when a student exhibits disruptive behaviors, these students need to be identified and appropriate behaviors need to be communicated to them” (Spencer, 2015 p. 25). In addition to the disruptive behaviors, positive behaviors need to be communicated as well.
Programs that Support Positive Behaviors
Behavior-based programs in schools tend to focus on addressing the negative components of school-wide behavior policies. Many schools follow a zero-tolerance disciplinary system and reprimand children without question. There are many factors that influence a child’s actions to certain situations. Similar to the language arts content of cause and effect we must think about what causes students, especially those from SES backgrounds, to behave in certain manners. Positive behavior programs give low SES students the coping skills needed to solve problems in an appropriate manner. Evidence has shown that exposing students to positive behavior programs are likely to decrease disciplinary problems.
School-Wide Positive Behavior in Schools or SWPBIS is a successful program that promotes positive behavior. SWPBIS is currently implemented in over 16,000 schools (Bradshaw et al., 2012). Success for decreasing behavior problems occurs because SWPBIS is not a scripted curriculum. The system is developed to be practical and easily altered to the school’s primary focus. The framework for a main positive behavior program titled PBIS (Positive Behavior Interventions and Supports) is to establish a climate in which appropriate behavior is the norm (PBIS, 2017). Current positive behavior programs, like PBIS, give a framework for students to rely on critical thinking skills to find a solution to fix their negative behaviors. “When learning stops, not only is the student who is being addressed affected, but also other students in the classroom” (Spencer, 2015). There is evidence that suggests PBIS has been effective in reducing behaviors in students by promoting a positive school climate (Bradshaw et al., 2012).
The SWPBIS program is processed in three tiers. Each tier is an intervention step to help a child learn coping skills and develop strategies to reduce behavioral issues. According to the PBIS website, tier one is the primary level for incorporating PBIS (PBIS, 2017). This tier is for all students involved in the school and prevents disruptive/negative behaviors. Tier two is the next level that is targeted towards frequent offenders when it comes to disciplinary problems. The students receive an adult intervention periodically which may include check-in and check-out tracking. The tracking is done by an adult who is involved within the school. This may be a teacher that interacts with the child regularly like a homeroom teacher or a classroom aide. This is to ensure the child is using positive thinking skills to stay on track within the school. The last tier is tier three. Tier three is the most intensive level where students with frequent behavioral problems end up. According to the PBIS.ORG website, “Tertiary (tier 3) interventions include intensive evidence-based interventions such as function-based behavioral interventions (FBA-BIPs) and person-centered plans such as wraparound” (PBIS, 2017).
SWPBIS has proven to be effective in all settings of demographics. Students who are frequently at-risk for receiving office referrals, due to behavioral infractions, are those of low socio-economic status. When exposed to School-Wide Positive Behavior in Schools (SWPBIS) at the kindergarten level, children were 33% less likely to receive an office discipline referral than those in comparison schools (Bradshaw et al., 2012). The study conducted by Bradshaw (2012), found that it was possible that younger children’s behaviors are more responsive to adults’ expectations and positive reinforcement for good behavior (Bradshaw et al.; 2012). Teaching a lesson on behavioral expectations and then practicing these expectations provides students a chance to understand what is being taught. Evaluations of SWPBIS programs have had various results. The evaluation conducted by Metzler et al. (2001) reported:
“The key elements of an effective behavior management program appear to be teaching appropriate social behavior, greatly increasing reinforcement for such behavior, clear communication of a small number of rules, the consistent provision of corrective consequences for rule violation, and ongoing monitoring of student outcomes and school climate to assess and adjust procedures” (Metzler et al., 2001)
Another program that promotes positive behavior within the school setting is Positive Action. Positive Action includes a classroom-based curriculum in which the desire to feel good about oneself is highlighted, while teaching students the skills needed to act appropriately on this motivation such as self-control, positive interactions with peers, and self-honesty (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3723403/). Similar to PBIS, Positive Action is built upon key components: self-concept, social and emotional positive actions for managing responsibility, positive actions directed toward a healthy body and mind, being honest with themselves and others, and continuously getting along with others. Data suggests that implementation of this program creates positive improvements in disciplinary problems.
The Positive Action program was developed in 1977 by Carol Gerber Allred, Ph. D. The program has been used in all 50 states in the United States and accessed by over 5 million students (POsitiveaction,ent). The data collected on specific behaviors from schools included in the case study for the program have shown tremendous improvements in behavioral issues with students aged 4-18 in neighborhoods with low SES children. A few of the major improvements according to the Positive Action website (Positive Action, n.d.) were violent behaviors having an improvement of 75%, violence with student to staff improved 100%, and suspensions improved 80%. With a focus on the classroom component, the total behavior incidents improved 78% overall.
Low SES students live within communities that are immersed with multiple cultures. Positive Action promotes and reinforces the universal philosophy that we should treat others the way we would want to be treated (Positive Action, n.d.). Students who can learn about diverse cultures can then learn to communicate together through practices.
Positive Action focuses on positive behaviors, similar to SWPBIS, students learn skills on how to behave well and deal with negative situations appropriately. The idea is set to create intrinsic motivation. Any child from a low SES can follow two questions to help them create this positive feeling: Is what you were doing a positive action and which positive action can you use to resolve this problem (positiveactione.net). This simple process only requires the child from the low SES setting to take responsibility for themselves rather than relying on others. This allows the child a chance to succeed and create critical thinking skills.
The Positive Action program has gained the attention of the Boys and Girls Club. The Boys & Girls Club of America is a congressionally chartered organization that provides material supports to thousands of local Clubs that help support communities around them (Positive Action, n.d.). According to the office of Juvenile and Delinquency Prevention, “nearly one-fifth (19%) of juvenile violent crimes occur in the 4 hours between 3 p.m. and 7 p.m. on school days” (“benefit of after school”, n.d.). The outlet of having the Boys & Girls Club of America can help reinforce positive learning habits and keep students off the streets. They intend to use the materials from the Positive Action program in their programs that are run after school. The mentoring component of the Boys & Girls Club of America provides after-school programs for students, including those from low SES, in a safe place to explore new learning opportunities.
Conclusion
Classroom management disruptions associated with behavior will always be an issue within schools. New methods for classroom management will continue to become developed to help teachers maintain a classroom that promotes equality and a safe environment for all learners to enhance their academic knowledge. We must continue to look at the student’s socio-economic status and the factors that affect a student’s ability to react to certain situations within the classroom. By focusing on the positive behaviors and providing social support for low SES students, coping skills will allow the student to succeed in school and decrease behavioral issues.
References
Barnett, L. D. (2012). School wide positive behavior support: The impact on low and middle SES students (Order No. 3519025). Available from ProQuest Dissertations & Theses Global. (1034454213). Retrieved from http://cmich.idm.oclc.org/login?url=https://search-proquest-com.cmich.idm.oclc.org/docview/1034454213?accountid=10181
Benefit of after-school programs in low socioeconomic settings. (n.d.). Retrieved December 5, 2017, from http://performancepyramid.miamioh.edu/node/1291
Bradshaw, C., Waasdorp, T., & Leaf, P. (2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics, 130(5), e1136-e1145. http://dx.doi.org/10.1542/peds.2012-0243
Five social disadvantages that depress student performance: Why schools alone can’t close achievement gaps. (2017). Economic Policy Institute. Retrieved 6 December 2017, from http://www.epi.org/publication/five-social-disadvantages-that-depress-student-performance-why-schools-alone-cant-close-achievement-gaps/
Horner, R., & Sugai, G. (2000). School-wide behavior support. Journal of positive behavior interventions, 2(4), 231-232. http://dx.doi.org/10.1177/109830070000200407
McGrath, Patrick & Elgar, Frank. (2015). Effects of socio-economic status on behavioral problems. International Encyclopedia of the Social & Behavioral Sciences. 477-480. 10.1016/B978-0-08-097086-8.23052-3.
Metzler, C., Biglan, A., Rusby, J., & Sprague, J. (2001). Evaluation of a comprehensive behavior management program to improve school-wide positive behavior support. Education and Treatment of Children, 24(4), 448-479. Retrieved from http://www.jstor.org/stable/42900503
Mier, M., Simeonsson, Rune J., Evarrs, Sandra, Hamm, Jill, Knotek, Steven, & Mason, Linda. (2017). A study of the relationship between quality of PBIS implementation, School Context, and Academic and Behavioral Outcomes, ProQuest Dissertations and Theses.
PBIS.org Home Page. (2017). Positive Behavioral Interventions & Supports. PBIS.org. Retrieved 6 December 2017, from http://pbis.org
Positive Action. (2017). Positiveaction.net. Retrieved 6 December 2017, from http://positiveaction.net
Socioeconomic Status. (2017). American Psychological Association. http://www.apa.org. Retrieved 6 December 2017, from http://www.apa.org/topics/socioeconomic-status/