This study sought to measure the current status and priorities of high school staff around effective behavior supports. The school district studied includes nine comprehensive high schools and one alternative education site. The use of effective behavior supports in the areas of school-wide supports, classroom supports, non-instructional supports, and individual student supports are the foundations for school-wide positive behavior supports, SWPBS, a tiered system of interventions designed to address the behavioral needs of all students within a school building. The study was designed as a mixed methods investigation. An online survey was created from the Effective Behavior Supports, Self-Assessment Scale, EBSSAS, which was administered to a random sample of teachers, school administrators and school counselors. Ten high school principals also participated in direct interviews. The study found that school-wide, classroom and non-instructional supports are partially in place across the district, while individual student supports are rated as not in place. School-wide, classroom and non-instructional supports status varied from correlating priorities in statistically significant ways, with the schools systemically reporting these areas as low priority for improvement. However, in the area of individual student supports, there was no statistical difference between the status and priority rating (not in place, and low, respectively), indicating less confidence in those types of behavioral supports district wide. Implications of these findings include a need for systematic address of individual student support structures, and the usefulness of developing a district-wide manner of coordinating of individual school efforts to meet the needs of students with habitual problem behaviors. Through a district wide support structure, each school should use the data gleaned from the survey responses to develop their own tiered system of support for addressing students with more significant behavioral needs, through means other than suspension.

Urban middle school teachers have experienced the severe challenges of discipline problems, which have contributed to writing more principal's office discipline referrals. The effective behavior support (EBS) program has been found to promote positive behavior in the classroom and change students negative behavior into positive behavior. Guided by the Problem-Behavior Theory (PBT), the purpose of this quantitative nonexperimental study was to examine the relationship between the teachers' effective behavior support and office discipline referrals of urban middle school students. Years of teaching experience was the mediating variable. The researcher used archival data collected from teachers who used the effective behavior support program located at an urban middle school in the Southeast United States, the female and male teachers ranged between the ages of 23 to 66+. For the research question, a simple regression was employed as a means of analyzing the archival data. Results suggested that positive teachers' support was not associated with the frequency of office discipline referrals. However, years of teaching experience was associated with fewer discipline referrals. The results of this study can be used to promote educational professionals to utilize positive teacher support to decrease office referrals, leading to more student contributions in the classroom and more long term success for students.

Les travaux effectués au cours de cette thèse portent principalement sur la construction de nouvelles bornes du comportement effectif des matériaux biphasés de type matrice-inclusions à comportement linéaire élastique. Dans un premier temps, afin d’encadrer le comportement effectif, nous présentons une nouvelle approche numérique, inspirée des travaux de Huet (J. Mech. Phys. Solids 1990 ; 38:813-41), qui repose sur le calcul des comportements apparents associés à des volumes élémentaires (VE) non-carrés construits à partir d'assemblages de cellules de Voronoï, chaque cellule contenant une inclusion entourée de matrice. De tels VE non-carrés permettent d'éviter l'application directe des CL sur les inclusions à l’origine d’une surestimation artificielle des comportements apparents. En utilisant les théorèmes énergétiques de l'élasticité linéaire et des procédures de moyennisation appropriées portant sur les comportements apparents, un nouvel encadrement du comportement effectif est obtenu. Son application au cas d'un composite biphasé, constitué d'une matrice isotrope et de fibres cylindriques parallèles et identiques distribuées aléatoirement dans le plan transverse, conduit à des bornes plus resserrées que celles obtenues par Huet. En nous appuyant sur cette nouvelle procédure numérique, nous avons ensuite réalisé une étude statistique des comportements apparents à l'aide de simulations de type Monté Carlo. Puis, à partir des tendances issues de cette étude statistique, nous avons proposé et mis en œuvre de nouveaux critères de tailles de VER. / This work is devoted to the derivation of improved bounds for the effective behavior of random linear elastic matrix-inclusions composites. In order to bounds their effective behavior, we present a new numerical approach, inspired by the works of Huet (J. Mech. Phys. Solids 1990 ; 38:813-41), which relies on the computation of the apparent behaviors associated to non square (or non cubic) volume elements (VEs) comprised of Voronoï cells assemblages, each cell being composed of a single inclusion surrounded by the matrix. Such non-square VEs forbid any direct application of boundary conditions to particles which is responsible for the artificial overestimation of the apparent behaviors observed for square VEs. By making used of the classical bounding theorems for linear elasticity and appropriate averaging procedures, new bounds are derived from ensemble averages of the apparent behavior associated with non square VEs. Their application to a two-phase composite composed of an isotropic matrix and aligned identical fibers randomly and isotropically distributed in the transverse plane leads to sharper bounds than those obtained by Huet. Then, by making use of this new numerical approach, a statistical study of the apparent behavior is carried out by means of Monte Carlo simulations. Subsequently, relying on the trends derived from this study, some proposals to define RVE criteria are presented.