Positive Behavior Support and Intervention Programs vs Responsive Classroom Programs: Impact on Perceptions of School Climate

摘要: School climate is an aspect of school life that has been examined closely in recent literature as it related to student interactions, behavior, and achievement. A number factors affect have identified; these include student/teacher relationships, safety relations, clarity a school’s expectations, perceived fairness rules, the presence strong, welldeveloped widely-accepted behavior program school. Both Positive Behavior Intervention Support (PBIS) programs Responsive Classroom (RC) identified having positive impact on at multiple grade levels across demographics. The Delaware Climate Survey (DSCS) tool used state over years examine perceptions informant groups: teachers staff members, parents guardians, students. This study evaluates results both PBIS elementary RC between groups two intervention programs. Results found were predominantly higher overall school, compared with At domain level, showed teachers, parents, students reported scores areas Teacher/Student Relations, Student Relations Safety, Fairness Rules, Clarity Expectations domains. iv PERCEPTIONS OF SCHOOL CLIMATE Table