This study sought to describe the current implementation of behavioral strategies across Tiers 1, 2 and 3 of the preschool Positive Behavior Interventions & Supports (PBIS) model by preschool special education professionals in the state of Pennsylvania (PA). Both federal and state mandates have urged and required the use of PBIS in early childhood settings to alleviate issues of challenging behavior, while simultaneously reducing suspension and expulsion at the early childhood level. As such, the current study attempted to outline the level of preparation and training received by preschool special education professionals, across all disciplines, in the area of PBIS by higher education entities, as well as through their preschool special education employers. Furthermore, the study looked to analyze the reported implementation of PBIS strategies across tiers by the special education professionals within early childhood settings across regions of PA. Approximately 780 preschool special education professionals were surveyed and a total of 248 responded, resulting in a 31.8% response rate. A descriptive survey approach was utilized and univariate analyses, as well as one-way ANOVA and correlational analyses were conducted. Results showed the current state of PBIS implementation in PA through preschool special education professionals remains variable, inconsistent and possibly under-supported by employers and higher education entities. A large percentage of the overall population, 62%, reported having taken 0 credits in PBIS-related content at the higher education level. Approximately 65% reported two or fewer trainings offered by their employer in the past two years, however, 70% of the respondents reported being offered coaching in PBIS. Behavior Support Specialists, Special Education Teachers and Occupational Therapists are among the top three defined professional roles that consistently report implementing strategies with higher frequencies than other defined disciplines. Tier 1 strategies are implemented at higher frequencies than Tier 2 strategies and Tier 2 strategies are implemented with higher frequencies than Tier 3 strategies. Specific, targeted areas of global PBIS requirements can be increased to possibly result in an overall increase in the fidelity of PBIS strategy implementation and a decrease in reported suspensions and expulsions, these include the use of preschool special education professionals on early childhood-based PBIS leadership teams and an increase in the frequency of data collection and analysis. There are also a number of reported barriers, including capacity of early childhood program staff and parental and familial involvement that reportedly inhibit preschool special education professionals from successfully and consistently implementing PBIS in early childhood settings. / Special Education

The goal of this study was to ascertain student and teacher perceptions of positive behavioral interventions and supports (PBIS) effectiveness as based on PBIS tiers and other select variables: school discipline, school safety, school climate, student acceptance of PBIS reward system and administrators’ implementation of PBIS policy. Through a Pearson r correlation, analysis of variance (ANOVA), and regression test based on survey results, this study revealed which variables have the greatest significance on PBIS effectiveness. Based on the findings, it was concluded that all variables: school discipline, school safety, school climate, student acceptance of PBIS reward system had a significant effect. Qualitative data of this study supported the findings of the strategical results. Also, it is noted that administrators’ implementation of discipline policy shown to be significant as a result of the qualitative data. Recommendations were suggested for school leaders, district leaders, policy makers and future research.

Students are often removed from classrooms due to behavioral concerns, which has led to an increase in student drop-out rates. Positive behavior support (PBS), a proactive approach to student discipline, was implemented at a local school in order to address the influx of students being sent to the office. Constructivism was the framework for this mixed method study on teachers' assessments of the current behavior support approach in their school and teachers' perceptions of school-wide PBS training and implementation. Data from the Effective Behavior Support (EBS) Survey were used in a descriptive statistical analysis of 162 teachers' assessments of behavior support. Interview data, including transcripts from 15 semi-structured teacher interviews, were analyzed using open coding and thematic analysis. The EBS survey results indicated that teachers desired more assistance with PBS through strategies, recommendations, and district support. Interview data indicated a need for a staff development project to assist instructors with understanding the systematic process of PBS through the use of the Response to Intervention model and to gain access to district support staff as behaviors increased in the classroom. The resulting project was a 3-day teacher training to address this need. This study has the potential to evoke positive social change through developing best practices across districts and providing staff with the tools for positive behavior support in the learning community to decrease the dropout rate.

This study assessed the Prevent-Teach-Reinforce (PTR) model to determine its impact on problem and replacement behaviors of three children who are typically developing with behavioral challenges in a high-need elementary school setting. Specifically, this study evaluated the use of the PTR model as an intensive individualized Tier 3 intervention within a multi-tiered intervention system. In addition, the study examined the validity and usability of the Individualized Behavior Rating Scale Tool (IBRST), which was developed as a feasible daily progress monitoring tool in conjunction with the PTR model. Social validity and fidelity of intervention implementation were also assessed. A multiple baseline across participants was employed to evaluate the impact of implementation of the model on the children's behaviors. The results of the study indicated that the PTR model was effective in reducing problem behaviors and increasing the use of replacement behaviors for all three participants. In addition, the IBRST completed by the teachers was found to have a substantial correlation to data collected during direct observations.

This study evaluated Social StoriesTM (SS) with three at-risk preschool children in a high- need public elementary school. Specifically, this study examined the use of a multimedia SS designed to decrease problem behavior and increase prosocial behavior. A multiple baseline design across participants with an ABC sequence was used to assess the impact of the standard SS and multimedia SS on the children's target behaviors. The results of the study indicated that the standard SS was successful in reducing problem behavior and increasing prosocial behavior for all three participating children. The results also indicated that the multimedia SS had positive effects on the children, further increasing prosocial behavior during intervention. Although the problem behavior did not further decrease when the multimedia SS was introduced, the low levels of problem behavior were maintained at a 3-week follow-up for all three children. All three children demonstrated maintenance of improved prosocial behavior during follow-up. Overall, the multimedia SS demonstrated high levels of social validity.

xiv, 183 p. : ill. (some col.) / Educators are responsible for helping students develop academic and behavior skills and for creating safe environments that promote these outcomes. Achieving these outcomes has become increasingly difficult due to disruptive, anti-social student behavior. Researchers identified Positive Behavioral Interventions and Supports (PBIS) as an evidence-based approach, integrating primary, secondary, and tertiary interventions that provide benefit for students, schools, and educational communities. However, an extensive PBIS literature and research review identified a limited application of PBIS in secondary school settings. The purpose of this dissertation was to broaden the scope of research by examining the impact of PBIS on school-wide discipline outcomes and student academic performance in a secondary school setting using case study methodology. The case study was conducted in a large, urban Pacific Northwest high school that expressed interest in improving the general school expectations and positive interactions between students and staff members. Study participants were members of a student cohort from grade 9 to grade 12. The case study provided a descriptive analysis of students’ social behavior outcomes (as measured by Office Discipline Referrals, Suspensions/ Expulsions, and Attendance Rate) and their academic performance (as measured by students’ Grade Point Averages and Course Credits). An ordered time-series display was applied to analyze behavior and achievement outcome trends. Results showed an increase in students’ Grade Point Average, Course Credits, and Attendance Rate and a decrease in students’ Office Discipline Referrals and Suspensions/ Expulsions. This study’s findings are discussed in the context of its impact on students’ social engagement and academic achievement. Evidence of students’ academic and behavior outcomes has the potential to assist in the development of material and approaches to guide, replicate, and extend current PBIS practices to secondary school settings. / Committee in charge: Dr. Gerald Tindal, Chairperson; Dr. Keith Hollenbeck, Member; Dr. Scott Baker, Member; Dr. K. Brigid Flannery, Member; Dr. Nathaniel Teich, Outside Member

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Administrators, general and special educators in two city and two county districts estimated time lost to office referrals. Results in -dicated lost administrative and instructional time depended on disciplinary offense, student disability, and use of PBIS.