The impact of positive behavior intervention training for teachers on referral rates for misbehavior, special education evaluation and student reading achievement in the elementary grades.

Abstract

A professional development program which trained whole school staffs in the use of positive behavioral interventions for the purpose of reducing referral rates of students for misbehavior and special education evaluation. The program focused on training teachers and paraprofessionals in behavior management strategies to increase “high approval teaching,” to develop structured and organized classroom environments, to engage in contingent teaching, and to improve the overall school climate. The findings suggest that training whole school staffs is an efficient way to reduce referrals for student misbehavior, to reduce the number of conduct-based referrals for special education evaluation and to impact positively on student achievement vis-a-vis reading performance. The data demonstrate that increasing on-task behavior in classrooms and reducing misbehavior results in increased student achievement. This work stresses the importance of teaching prosocial and proacademic behaviors to elementary grade students, how these behaviors are critical to school success, and the way in which school principals can provide leadership for this work.

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