Bridging the Research-to-Practice Gap: Improving Hallway Behavior Using Positive Behavior Supports

Abstract

This study evaluated the effectiveness of a positive behavior support (PBS) intervention in a rural elementary school. Through this use of clear, consistent behavioral expectations, grade-level assemblies, and complimentary reinforcement, there was a substantial improvement in hallway behavior, with an overall increase of 134.9% for compliance across six positive behaviors. These results demonstrate that, through the implementation of appropriate interventions and consistent reinforcement of established rules and expectations, the use of PBS can be applied in all schools, even those with limited resources. Based on these and related findings, research-validated practices exist to transform schools into safer and more favorable learning environments. The current challenge is for public schools to demonstrate a commitment to preventative practices to help bridge the research-to-practice gap.

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