PBIS and Parenting Styles Overview

Study Notes

A framework to improve school climate, academic success, and social/emotional competence.
Evidence-based, designed for safe, predictable, and equitable learning environments.
Supports students' behavioral, academic, social, emotional, and mental health.
Consists of five elements: Equity, Systems, Data, Practices, and Outcomes.
Tiered Framework (Universal, Primary Prevention, Targeted, Secondary Prevention & Intensive, Individualized, Tertiary Prevention).

Authoritarian: Strict rules, one-way communication, reasoning rarely explained, high expectations, less nurturing, limited flexibility, higher levels of aggression, shyness, social issues, and low self-esteem. May cause rebellion as children grow older.
Authoritative: Clear expectations, guidelines, supportive tools to explain reasoning behind discipline, encouraging input, open communication, fostering confidence, responsibility, and self-regulation, leading to improved emotional well-being, higher self-esteem, and good academic outcomes. Often the healthiest style.
Permissive: Warm, nurturing, minimal expectations, few rules, open communication, allow children independence. May result in unhealthy eating habits, increased risk of obesity, and other health issues in later life.
Uninvolved: High degree of freedom, hands-off approach, minimally nurturing/communicates, and few expectations. May be impulsive, selfish, and struggle with self-regulation, although children may be resilient and self-sufficient.

Fixed Interval: Reinforcer given after a set time interval, after a particular duration has passed.
Fixed Ratio: Reinforcer after a set number of responses.
Variable Interval: Reinforcer after varying intervals of time.
Variable Ratio: Reinforcer after varying numbers of responses.

A systematic method to understand the purpose of problem behaviors.
Used to inform interventions for decreasing problem behaviors and increasing appropriate behaviors.
Can help identify antecedent and reinforcement variables to prevent the problem and support alternative behaviors.

Client-centered case consultation: Consultant assesses the client, diagnoses, and makes recommendations to the consultee (often a teacher) about modifications to help the client. Focuses on developing a plan for a specific client.
Caplan's Model of Consultee-Centered Case Consultation: Identifies and eliminates factors in the consultee’s environment that impact their success. Less focused on client solutions.
Program-centered administrative consultation: Focuses on organizational functioning, program development, and personnel functioning.
Bergan and Kratochwill's behavioral-operant consultation: Indirect problem-solving service where the consultant and consultee develop a collegial relationship, with the consultant gathering data.

Hawthorne Effect: Participation in a study causes changes in behavior.
Experimenter Bias: Experimenter's expectations influence results.
John Henry Effect: Increased effort by control group members who are being deprived from receiving rewards.
Placebo Effect: Participants' expectations affect outcomes.
Statistical Conclusion Validity: Determining if relationship/association between variables is real.

RTI: (Response to Intervention) method used to prevent behavioral and learning issues through early intervention.
Bullying and threat assessment: Includes evidence-based approaches, CBM (Curriculum-Based Measurement), Macro-microsystem models for analysis of bullying and various methods to evaluate the issue.

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