This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Scopus Google Scholar Articles by Flannery, K. B. Articles by Anderson, C. M. Social Bookmarking                         What's this?

School-Wide Positive Behavior Support in High School

Early Lessons Learned

University of Oregon, Eugene

George Sugai

University of Connecticut, Storrs

Cynthia M. Anderson

University of Oregon, Eugene

School-wide positive behavior support (SWPBS) is designed to promote positive teaching and learning climates supporting positive social behavior and academic achievement. As a proactive school-wide approach, all students and all staff across all settings are considered. This approach has been implemented in more than 5,000 schools across the United States to date, primarily in elementary and middle schools. High schools are complex organizations with multiple administrators, large numbers of staff and students, and varied expectations related to academic achievement and successful diploma completion. Although key features of SWPBS are similar across schools, specific implementation strategies often are different in high schools. In this article, the authors first delineate the critical features of SWPBS and then present results from a survey of sample high schools implementing SWPBS. They use survey results as a foundation from which to provide guidelines to school teams attempting to implement SWPBS in high schools.

Key Words: high school • SWPBS • survey

Journal of Positive Behavior Interventions, Vol. 11, No. 3, 177-185 (2009)
DOI: 10.1177/1098300708316257


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?