Talk:Positive behavior interventions and supports

Thanks ladies! Your feedback was really helpful! KMiller23 (talk) 13:00, 15 April 2015 (UTC)

Well written. Interesting. I could not find any trouble with neutrality. I think you posed an unbiased opinion. Something you could consider adding is a section at the bottom about challenges to using PBIS or an arguments section (opinions from both sides).

I also added a few comments below within Ellen's framework. Good luck, and thanks for informing me about PBIS! Stacey Mejac

Very clear and concise explanation of PBIS! You selected the most important information and conveyed it in a way that anyone could understand. And I even learned something new in the background section. Below I included some content and copy editing corrections, as well as a few other comments. Let me know if you have any questions!

Opening paragraph
 * sentence 2: delete the word "problematic" as it is a loaded term
 * second to last sentence change to: "In contrast, schools have used exclusionary discipline practices including detentions, suspensions, or expulsions."
 * emphasises- emphasizes (Mejac)

Background
 * Last sentence of first paragraph: either split into two sentences or use a semicolon, as it is currently a comma splice.
 * Second paragraph: "define, teach, and reinforce appropriate..."
 * Second paragraph: ...established which can be applied for all students (universal level), for small groups of students (secondary level), and for individual students (tertiary level).
 * It might be worthwhile to include that PBIS is based in a behaviorism psych approach. Behaviorism could then be linked.
 * I wonder if it might be a good idea to reference the research that suggests the following..."Research has shown that punishing students inconsistently without a positive alternative, is ineffective and only offers short-term solutions. Modeling and rewarding positive behaviors are more effective." (Mejac)

Core Components
 * Second sentence: "It is a framework to assist schools in..."

Systems
 * First paragraph: Elementary students can also be on the team, so just say "Students could also be a included..."
 * Second paragraph: "The team creates the systems that will be employed by the whole staff and the students they serve."
 * Second paragraph: Best practice guidelines dictate a minimum of 9 meetings a year, so monthly not weekly. Some teams meet more, but I wouldn't list weekly as the expectation.
 * Drafts of what?

Continuum of Support
 * The first level is usually referred to as Tier 1, Universal PBIS, or Core. I haven't heard it referred to as Primary. However, if you've found it listed that way, I'm sure it's fine.
 * Check sentence under tier 1. Not a complete sentence: "The fidelity of the expectations should be determined by the continuous collecting of data" (Mejac)
 * Second paragraph: pull the numbered items out into a list
 * Tier 3 pull the numbered items out into a list

CRPBIS
 * First sentence has two periods : )
 * "There have been inequities in the edu system for years" sounds unspecific and somewhat passive
 * Second to last sentence: "The behavior of students of color, without the knowledge..."

Responsive Classroom
 * To be honest, I wouldn't include this section. You could include restorative practices, mental health screeners, Caring Classroom, Nurtured Heart Approach, Love and Logic, etc etc but I don't think any of them add to the PBIS overview discussion included in this article. I would however include information about the PBIS approach to acknowledgements, as that is a salient part of the approach for many educators and families.

Words to turn into links:
 * suspension
 * expulsion
 * IDEA
 * George W. Bush
 * FBA

Embins (talk) 00:57, 13 April 2015 (UTC)

PBIS feedback
This is a very well written piece, I got to know new information about PBIS. Also, Ellen has provided a lot of feedback above.


 * 1) The fact that your article links out to so many of the other articles is awesome, this build alignment with other Wiki articles.
 * 2) Core components:  "How these elements are implemented within a school district is up to individual school needs and local control." Can you rephrase this?
 * 3) Under CR-PBIS, you mention how CRPBIS, is different from PBIS, can you explain more about this? (which strategies do they use, how can the educators be culturally responsive, or link out the the work of researchers in this field?)

As I said earlier, this is a very well thought of article. I hope my comments are useful.

Thanks, Trawat (talk) 17:26, 16 April 2015 (UTC)

Some content removed
This is for everyone, but as is the principal author, I'll mention them. Thanks, Adam (Wiki Ed) (talk) 14:16, 20 April 2015 (UTC)
 * I've removed the section on core components for two reasons:
 * The section is written somewhat like an instructional guide, with advice for how to implement the framework. A wikipedia article on the subject should contain information about the framework, where it is used and what research exists on it, not focus on implementation or steps to success.
 * It is also largely sourced to one article, an "about page" for PBIS, which makes it difficult to evaluate the claims made there. the article contains general references to academic articles and instructional support pages, but the reliance on one source for that section makes me a bit nervous.
 * Are there sources available for the use of PBIS in classrooms? Research papers or surveys looking at adoption or success? A small section on past implementations might provide some valuable context for the reader who might have trouble determining the importance of the topic.

Wiki Education assignment: EDFN 508 Introduction to Research
— Assignment last updated by Kieramalley (talk) 00:22, 28 March 2024 (UTC)