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Project-Based Learning as a Viable Tier One Strategy Within a Positive Behavioral Intervention Systems Model

Abstract

Project Based Learning (PBL) has been a valid pedagogical strategy for many years (Chard & Katz, 1998). It has been investigated as a legitimate teaching strategy and has been utilized by early childhood programs, Montessori and Regio classrooms. Teachers have noticed a higher level of engagement, time on task, academic initiative when using this method (Azevedo,2015). They have also noticed fewer behavioral problems during the times they used this method of instruction (Helm, 2013). PBIS is a ubiquitous framework in schools and is used in over 75% of all schools across the nation. It is a multilevel framework for addressing problematic behaviors using positive methods and an increasingly targeted system of supports. Some critics notice an emphasis on behavioral strategies and the lack of a fully developed and truly universal Tier One approach (Knestrict, 2018). This study investigates the use of PBL as a part of an effective Tier one approach to preventing behavior through a higher level of engagement, and a greater level of commitment to tasks and a higher level of academic proactivity. This study found both quantitative and qualitative data to support the use of PBL as an effective Tier One strategy increasing student engagement significantly and decreasing problematic behaviors.

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