Skip to main content
Article thumbnail
Location of Repository

Data-Based Decision Making Makes Schoolwide Positive Behavior

By Elizabeth Schaughency, Ph. D, Steve Goodman, Ph. D, Early Childhood and Ieps Ifsps


Every educator knows the value of appropriate social behavior within the instructional setting. Disruptive behavior interferes with the learning of both the student having difficulty and those around him or her. If it takes 15 minutes to process an office discipline referral (ODR), a school with 550 ODRs per year spends approximately 23 six-hour days processing referrals yearly. By reducing the number of referrals, staff can better use the time to address academic progress. In other words, teachers can teach, and students can learn. Schoolwide Positive Behavior Support (PBS) focuses on ways to support appropriate social behavior for all students within a school. Using PBS, school personnel can improve school climate, social-behavioral functioning, and the learning environment for all students, despite tight budgets, competing demands, and limited time. Teachers learn to “work smarter, not harder ” (Kameenui & Carnine, 2002). Schoolwide PBS allows teachers and administrators to become more effective and efficient by helping them collect and use data to make decisions about intervention at the individual, classroom, or schoolwide level. The selected interventions help students learn. Why Bother with Data? As is evident in the No Child Lef

Year: 2003
OAI identifier: oai:CiteSeerX.psu:
Provided by: CiteSeerX
Download PDF:
Sorry, we are unable to provide the full text but you may find it at the following location(s):
  • (external link)
  • (external link)
  • Suggested articles

    To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.