Date of Award

2017

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

David Shellman

Abstract

Positive Behavioral Interventions and Supports (PBIS) were initiated to address behavior problems for students with disabilities in the school system but became a proactive discipline approach for all students. The purpose of this study was to investigate the impact of PBIS on all student behavior and to examine possible connections to academic achievement. Student behavior can be impacted by many things including teacher attitude, academic struggles, and climate of a school. The focus of this study was to determine if PBIS reduces office discipline referrals (ODR) and if there are any impacts on student standardized achievement scores from PBIS. This study found no significant impact or residual effects from PBIS on students leaving the middle school and transitioning to the high school; however, it was discovered that there were significant relationships among students with high numbers of office referrals and academic deficits, according to their scores on the Math 1 exam. It was determined that the behavior system had little impact on students with PBIS exposure. The interview data with staff members were utilized, analyzed, and summarized in order to gain insight as to the perception of teachers on student behaviors, discipline programs, academic deficits, and administrative support. It was found that teachers perceive discipline issues differently, react differently, and have varying opinions on office support as well as student academics.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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