Running Head: Preventing Trouble

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Preventing Trouble: Making School Safer places Using Positive Behavior Supports Emma Starre Franciscan University

Preventing Trouble

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There is less emphasis placed on the prevention of behavior problems in the nonclassroom settings, such as hallways, playgrounds and cafeterias (Safran & Oswald, 2003). For most teachers they focus on their classroom management and sometimes overlook what is occurring outside of their classroom. Some teachers may feel that the hallways are out of their realm, or are just glad to be done with all those crazy, rambunctious young teenagers. The students on the other hand may see anywhere outside of the classroom as freedom, no-mans land or a place where the rules are relaxed to almost nothing. Of course, this is largely untrue and no educator would agree with this mindset, but then again the students are young and nave. It is then most important for the non-classroom rules to be clearly communicated with the students, so as to have a safe and orderly school. Undoubtedly, young students may forget to be considerate to those around them when they talk loudly or are scurrying down the hallways. The first issue is probably most due to the fact that they are now allowed to talk freely and become carried away with excitement. The latter is just a result of the level of energy that young adolescents have. These are some of the minor problems in non-classroom settings, but non-the-less annoying to teachers and peers alike. However more serious problems can occur, for instance fights, because there is often a lack of rules and behavior guidelines in the hallways, cafeteria and playground (Leedy, Bates & Safran, 2004; Todd et al, 2002). Many educators have been trying to solve this problem through the help of Positive Behavior Supports (PBS) which is an intervention program that utilizes active supervision, pre-correction, correction, positive practice and verbal praise (Oswald et al 2005, p. 265). With these practices in place, the road to a safer school should be much smoother and less curvy.

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To illustrate this, a study was done in a rural, Ohio middle school to study cursing, pushing, kicking, jumping, running and screaming or loud talking in the hallways and what the effect would be when a behavior program was put in place (Oswald et al 2005, p. 271-272). This study, like any successful study, had to have full support and cooperation of the school with the researchers. The main area that was focused on was school-wide rules that were positively stated: be respectful and cooperative along with many other rules worded in a similar manner (Oswald et al 2005, p. 268). The results showed that indeed, the problematic areas and activities were decreased in as much as fifty percent, just by implementing a PBS program (Cohen, 1987). This a very large number in decreasing problems in a school, but of course there will never be an elimination of similar school issues because kids are not perfect. However, this confirms that common areas in schools can be safe and more orderly environments even in chaotic middle schools (Oswald et al 2005, p. 275). This study in general was predictable. Humans do much better in all aspects of life when there are clear rules and guidelines to follow. How many people, for example, would try to invent a recipe for something like a cake? Very few, most people imitate the tried-and-true efforts of someone else. For kids this is very true as well. If there are no rules, then they will not assume what they are doing is disruptive to others. Adults cannot expect so much from young teenagers and must guide them in the right direction towards considerate and mature behaviors. This is why I found the rules for non-classroom spaces so important to have in a middle school. Also of equal importance were the teachers endorsing the rules by reading them, reminding the students and even acting out scenarios with the students (Oswald et al 2005, p. 270). However I thought that some of the implications the instructional plan outlined were a waste of time and dumbing it down. The walk-through procedures of proper hallway behavior

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were to be done in homeroom, but then also in the classes directly before lunch (Oswald et al 2005, p.270). Maybe for this particular school this extra rehearsal was necessary, but to me these students are old enough to be able to connect the dots of proper hallway behavior also applies when they are going to lunch or anytime they are in the hallway. Reminding them should suffice. Overall, this article confirmed the fact that kids need rules and guidance in order to live up to adult expectations. It is important to clearly define these rules for proper hallway behavior, so that no excuses can be made. Also Positive Behavior System is probably the best technique to use in middle schools, because it takes in to account the needs and behaviors of young adolescents. Being clear in ones expectations and raising the bar will help student develop into better adults.

Preventing Trouble References

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Cohen, J. (1987). Statistical power analysis for the behavioral sciences (rev. ed.). Hillsdale, NJ: Lawrence Erlbaum. Leedy, A., Bates, P., & Safran, S. P. (2004). Bridging the research to practice gap: Improving hallway behavior using positive behavior supports. Behavioral Disorders, 29(2), 130-139. Oswald, K. Safran, S. & Johanson, G. (2005). Preventing trouble: making school safer places using positive behavior supports. Education and treatment of children, 28(3), 265-278. Safran, S. P. & Oswald, K. (2003). Positive behavior supports: Can schools reshape disciplinary practices? Exceptional Children, 69 (3), 361-373.