Running Head: SCHOOL COUNSELORS ROLE IN PBIS 1
SCHOOL COUSELORS ROLE IN PBIS
School Counselors Role in PBIS
Abstract
Positive Behavioral Intervention and Support (PBIS) is a framework that is used in schools to encourage good behavior among the students. PBIS is learned by students just like other core curriculum (e.g. history or science). Administrators, special education teachers, general education teachers, and school counselors are all part of the team in implementing this framework in their schools
Introduction
Positive Behavior Intervention and Support (PBIS) is a program that aims at promoting positive behavior among students. It involves the application of a tiered system that supports change and improvement among students (Padden, 2009). Spencer (2013), states that school disciplinary issues emerge in the process of learning for all students. Several researches show that suspension and expulsion rates are on the increase due to school disciplinary issues. Expulsion and suspension rates are high among male black male students and students of whom English is not their first language. According to research conducted by civil rights group; rates of suspension and expulsion among Africa-American students is 18%. From this sample, 35% of the students had been suspended once, 46% suspended twice, and 39% of them expelled (Vincent et al.). The rates of disciplinary issues increase gradually between the first 1st and fifth grades. The increase is significant throughout middle school and is at an apex in the ninth grade. Once 10th and 12th grades, student disciplinary rates decrease. Multiple researchers attribute this decline of school disciplinary rates after the 10th grade due to massive school dropout rates (Vincent et al., 2009).
The implementation of PBIS provides a systematic program with the following key elements: practices, systems, results and data consumption. The student results are a pillar of any PBIS program, inclusive of their success in academics and their behavior in a safe school environment. The practices involve the use of rewards, contingencies, and curricula that in the long run impact student behavior. Systems include an emphasis on sustained changes in school, policy, and staffing that affect what is done and what should be done. Data consumed includes behavioral indicators and school safety (Padden, 2009).
The purpose of this paper is to investigate the role of school and counselors in the implementation of PBIS. The field of counseling has made a tremendous transformation in schools due to its application in assessing the needs of a student and assisting amicably. Use of counselors who have actively contributed in the design and implementation of PBIS is very significant in the field of school counseling.
Purpose Statement and Research Questions
School counselors have a shared experience in the implementation of PBIS fully in schools. Their programs in school counseling are geared at the supporting of students in their schools. By requiring understanding of their roles and how their activities impact the student outcomes and professional effectiveness, we can shed light on how the PBIS program is transforming schools.
Therefore, the aim of this study is to examine the role of school counselors in PBIS implementation in schools by addressing the following questions.
1. What is the role of school counselors in the implementation of PBIS?
2. What student outcomes have schools achieved through the implementation of PBIS?
3. What changes to the school climate have counselors realized as a result of PBIS implementation?
4. In what ways has the implementation of the PBIS affected the professional effectiveness of school counselors?
Theoretical framework
For the full comprehension of the philosophy that supports the Positive Behavior Interventions and Support, one must have a look at the concept of behaviorism and the principle behind its theories. It is believed that in a school where students who behave well turn out to be excellent performers academically. PBIS relies on one of the principles of Skinner’s four main principles of radical behaviorism–the analytic concept. Moore (2011), states that Skinner terms this concept as the “reinforcer” and gives an explanation of the same as a consequence that escalates the probability of a response. PBIS concurs with the concept in that via tiered interventions; one can be given a “reinforcer” to entice them to exhibit a specific behavior.
Positive Behavior Intervention and Support, is based upon the behavioral theory that problems in behavior continue to occur since it is steadily followed by children acquiring positive things or escape negative things. In focusing on the behavioral outcomes of behavior, one can understand the functions of behavior, rendering the problem behavior less effective and make the excellent behavior more functional (Martens, K., & Andreen, 2013).
For example, it has been found that many schools in America are insensitive to the needs of immigrant groups. These immigrants find themselves in a distinctive psychosocial transition, which exceeds their home country and their host country (Witenstein & Saito 2015).
Literature review
The literature review includes the role of school counselors and the advent of Positive Behavior Intervention and Support.
The role of school counselors
There has been a metamorphosis in the field of counseling in the past 15 years. The role of school counselors has shifted tremendously to being advocates and change agents rather than being just gatekeepers (Hepp, 2013). This step depicts how schools implementing PBIS may impact the school counseling field.
The several changes that are parallel with the American education system gives a path in the definition of the current role of school counselors. Bryan & Holcomb (2001) indicated that there has been an evolution of the role of school counselors from being vocational counselors for guidance and counseling to being implementers of the PBIS program. This program is so comprehensive that it needs the effort of multiple school counselors for it to be a success.
The field of school and counselors has been seen as being reactive rather than proactive (Bryan & Holcomb, 2001). Bryan & Holcomb indicatesthat in the 1970s, developing the individual student took center stage in the concept of guidance and counseling. School counselors, being part of the school-based mental health team, can affect their roles through systemic support. The work in conjunction with school psychologists and social workers offers almost unlimited mental health services to students (Gruman & Hoelzen, 2011).
The development of this field of guidance and counseling can be best comprehended by having a look at the profession’s institutional, organizational and political theories (Hatch, 2008). Hatch has investigated how the field has struggled through history to be an integral part of the education mission. Hatch highlights that school counselors ought to define themselves and show their impact on student achievement professionally. He challenges them to be advocates of systematic change, to come up with policies that can improve services offered to the students and their professional practice. This could render them to legitimacy, and they are more likely to be involved in the decision-making process.
The Positive Behavior Support Intervention and Support
Research has shown that “lack of discipline” is a challenge that faces American schools. It has also depicted that use of punishment alone without the reinforcement of pro-social behavior is ineffective and results in vandalism and dropout rates (Goodman, 2013). PBIS is a process for creation of a conducive school environment for achieving social and academic goals. This program uses practices, strategies and plans that are evidence-based to improve academic performance and safety and establish a positive culture in schools (Carr et al. 2005). This model has been implemented in thousands of schools in over 40 states; this has dramatically reduced the disciplinary interventions. PBIS enhances the current systems and practices in schools consequently changing the culture for the better.
PBIS has three tiers: Tier I, Primary Prevention stage; Tier II, Secondary Preventions and Tier III known as the Tertiary stage, which focuses on individual behavior (Crone, Horner, Hawken, 2004). In Tier I, educators expect behavioral changes in approximately 80% of the population, in Tier II, interventions are designed to target students at risk of displaying behavioral problems, and PBIS estimates 10-15% of students lie in this bracket. Tier III interventions are individualized to meet extraordinary needs of students and it focuses on the remaining 5-10% of the students (Goodman, 2013)..
Conclusion and Implications
This study represents the importance of school counselors in schools through the implementation of PBIS. As per this study, schools need to realize the significance to cultivate good behavior in their students.
There are implications for the adoption of PBIS. First, there is the need for school counselors to be trained in the PBIS multi-tiered approach and other evidence-based interventions. Secondly, all school counselors need to understand how to design and maintain PBIS in schools effectively. Future research into the school role in PBIS should quantify discrete skills like the use of evidence-based interventions to generate a robust study as well as examine the differences between when PBIS is implemented in various grades.
References
1. Bryan & Holcomb, N. C., & Henderson, P. (2001). Comprehensive Guidance and Counseling Programs: A Rich History and a Bright Future. Personnel and Guidance Journal, 53, 647-652.
2. Goodman-Scott, E. (2013). MAXIMIZING SCHOOL COUNSELORS’ EFFORTS BY IMPLEMENTING SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS: A case study from the field. Professional School Counseling, 17(1), 111-119. Retrieved from http://ezproxy.redlands.edu/docview/1558312811?accountid=14729
3. Gruman, D. H., PhD., & Hoelzen, B., M.A. (2011). Determining responsiveness to school counseling interventions using behavioral observations. Professional School Counseling, 14(3), 183-190. Retrieved from http://ezproxy.redlands.edu/docview/851624487?accountid=14729
4. Hatch, T. A. (2008). Professional Challenges in School Counseling: Organizational, Institutional and Political. Journal of School Counseling, 6(22), n22
5. Hepp, E. C. (2013). Secondary school counselor and principal preferences regarding key school counselor roles (Order No. 3667105). Available from Education Database. (1641140732). Retrieved from http://ezproxy.redlands.edu/docview/1641140732?accountid=14729
6. Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165-179.
7. Martens, K., & Andreen, K. (2013). School Counselors’ Involvement with A School-Wide Positive Behavior Support Intervention: Addressing Student Behavior Issues In A Proactive And Positive Manner. Professional School Counseling, 16(5), 313-322. Retrieved from http://ezproxy.redlands.edu/docview/1448006405?accountid=14729
8. Moore, J. (2011). Behaviorism. The Psychological Record, 61, 449-464.Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Classroom-level positive behavior supports in schools implementing SWPBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15(1), 39-50.
9. Padden, D. H. (2009). Effective school -wide discipline through positive behavior supports: An analysis of current practice (Order No. 3353204). Available from Education Database. (305029028). Retrieved from http://ezproxy.redlands.edu/docview/305029028?accountid=14729
10. Spencer, J. (2013). Effect of positive be havioral interventions and supports on school-wide discipline in a title i intermediate school(Order No. 3603629). Available from Education Database. (1471911616). Retrieved from http://ezproxy.redlands.edu/docview/1471911616?accountid=14729
11. Vincent, C., Horner, R., May, S., (2009). What are the patterns of office discipline referrals across grade levels? Evaluation Brief. December 2009 (1). www.pbis.org.
12. Witensten, A & Saito, L. (2015). Exploring the Educational Implications of the Third Space Framework for transitional Asian Adoptees. University of California Press, CA.
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