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.

High occurrences of student incivilities are a growing concern in the K-12 education system. This problem may be directly impacted by systems thinking and inconsistent school policy enforcement. At a local high school, this problem affected student learning outcomes and teacher-student interpersonal relationships. The purpose of this case study was to explore the perceptions of teachers and administrators regarding consistency in discipline policies and practices, as well as student incivilities as they related to Senge's 5 disciplines. The conceptual framework for this study was Senge's 5 disciplines of organizational learning: systems thinking, mental models, team learning, shared vision, and personal mastery. Using a case study design and responsive interviews, data from discipline procedure documents and data on student incivilities were collected from 9 teachers in Grades 9-12, as well as 2 administrators. The data were analyzed using Hatch's interpretive method. Findings indicated discipline policies and practices were ineffective and inconsistent, due to poor systemic communication structures and lack of classroom management. A recommendation was made to implement systemic classroom management policies and Positive Behavior Intervention and Support trainings. Positive social change occurs when administrators and teachers implement the systemic policies and trainings identified in this study in order to motivate students to change their patterns of incivility and, as a result, focus on learning.

The amount of services delivered by school psychologists through consultation is increasing as is the number of students with challenging behaviors in the classroom. In this type of delivery model, the school psychologist works as a consultant to the teacher who will actually deliver the intervention to the student. The purpose of this research was to examine the relationship between participation in a tertiary level behavior intervention program and teacher efficacy, confidence in dealing with challenging behavior, and implementation of behavior interventions. Two studies were conducted to examine a series of research questions. Study 1 used archival data to examine the influence of teacher efficacy before participation in a tertiary level behavior intervention on the amount of coaching necessary for a teacher to implement an intervention with an acceptable level of integrity. To explore sustainability, Study 2 used a survey of teachers who had participated in a tertiary behavior intervention as well as teachers who had not, to determine if they differed on teacher efficacy, confidence in dealing with challenging behaviors, and use of recommended behavioral strategies. Teacher efficacy was not found to be a statistically significant predictor of the amount of coaching time necessary for the teacher to implement the intervention with integrity. It is hypothesized that other factors such as readiness to change may be contributing to the model. PTR participants did not significantly differ from non-participants in any of the proposed areas. It is possible that non-participants over-estimated their knowledge and abilities. Future research should continue to explore the effects of consultation and its sustainability and while considering these additional factors.

xiv, 104 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Student safety on school property continues to be a priority for educators. Pediatric research reveals that student injuries sustained while riding the school bus may be more than three times the number actually reported by transportation departments. These studies further indicate that a major factor contributing to injuries is inappropriate student behavior while riding a school bus. This dissertation involved the creation of a behavior management program for students who ride the school bus. The behavior management program (Bus PBS) was derived from the established and well researched school-based universal prevention, Positive Behavior Support (PBS). The core features of the Bus PBS program included, (1) active support and involvement by the School Administrator and the Transportation Director, (2) school-wide expectations reworded for use on the school bus, (3) students received direct instruction regarding behavioral expectations on the school bus, (4) drivers received a 1.5 hour training in the classroom and 3 days of on-board coaching during the intervention phase, and (5) drivers were encouraged to greet students by name as they entered the bus, provide formal rewards to recognize correct student behavior, and deliver a continuum of clear consequences for student problem behavior. The study was conducted with three typical school buses in a moderate-sized West Coast city. The research question under consideration asked if the presence of Bus PBS was functionally related to student behavior on the school bus. Using a single subject multiple baseline design across three buses, direct observation data were collected on (a) fidelity of bus driver implementation of the program and (b) student problem behavior. Results indicated that bus drivers were able to implement the intervention with moderate to high fidelity, and implementation of Bus PBS was functionally related to improved student behavior. Student problem behavior on the school bus during the Bus PBS program was 37% lower than baseline levels. Discussion is provided about the clinical and research implications of the results. / Advisers: Horner, Robert H., Merrell, Kenneth W.

abstract: Institutions of higher education, particularly those with large student enrollments, constitute special generators that contribute in a variety of ways to the travel demand in a region. Despite the importance of university population travel characteristics in understanding and modeling activity-travel patterns and mode choice behavior in a region, such populations remain under-studied. As metropolitan planning organizations continue to improve their regional travel models by incorporating processes and parameters specific to major regional special generators, university population travel characteristics need to be measured and special submodels that capture their behavior need to be developed. The research presented herein begins by documenting the design and administration of a comprehensive university student online travel and mode use survey that was administered at Arizona State University (ASU) in the Greater Phoenix region of Arizona. The dissertation research offers a detailed statistical analysis of student travel behavior for different student market segments. A framework is then presented for incorporating university student travel into a regional travel demand model. The application of the framework to the ASU student population is documented in detail. A comprehensive university student submodel was estimated and calibrated for integration with the full regional travel model system. Finally, student attitudes toward travel are analyzed and used as explanatory factors in multinomial logit models of mode choice. This analysis presents an examination of the extent to which attitudes play a role in explaining mode choice behavior of university students in an urban setting. The research provides evidence that student travel patterns vary substantially from those of the rest of the population, and should therefore be considered separately when forecasting travel demand and formulating transport policy in areas where universities are major contributors to regional travel. / Dissertation/Thesis / Doctoral Dissertation Civil Engineering 2014

This study examined the impact of child teacher relationship training (CTRT) on teachers' and aides' use of relationship- building skills in the classroom and the correlation between teachers' and aides' demonstration of relationship- building skills and the effect on student behavior. CTRT was modeled after Landreth and Bratton's (2006) 10-session filial therapy model titled child parent relationship therapy (CPRT) which is based on the principles and procedures of child -centered play therapy. The CPRT manual was adapted slightly for use with teachers and aides for this project. In this quasi-experimental design, 12 teacher aide dyads (n = 24) were assigned to the experimental (n = 12) or active control groups (n = 12). Children who scored in the Borderline/Clinical range on at least one scale of the Child Behavior Checklist-Caregiver/Teacher Report Form (C-TRF) at pretest qualified for the study (N = 32). During the first phase of treatment, teachers and aides participated in the equivalent of 10 training/supervision sessions consistent with the principles and procedures of CPRT. During CTRT Phase II, teachers and aides participated in 10 weeks of coaching/modeling to facilitate the use of CTRT skills in the classroom environment and continued to participate in weekly 1-hour group training/supervision sessions. Eight hypotheses were analyzed. Different analyses were conducted based on the hypotheses. Analyses of covariance and repeated measures analysis of variance were conducted. Correlation coefficients were also calculated. Additionally, effect sizes were calculated to determine practical significance. Two hypotheses were retained at the .05 level of significance. Children in the experimental group (n = 19) demonstrated a significant decrease (p = .04) in Externalizing Problems between Measurements 1 and 3 when compared to the children in the active control group (n = 13). A statistically significant relationship was found between teachers' and aides' higher use of relationship-building skills and students' decrease in externalizing behaviors (p < .05). No statistically significant results were found on the remaining hypotheses.

The threat of school violence plagues high school campuses nationwide. To thwart violent student behavior and create a safe school environment, schools often utilize punitive disciplinary practices. These practices, often referred to as zero-tolerance policies, essentially transform schools into law enforcement models focused on punishment and the exclusion of students from the educational setting. Conversely, restorative justice practices, specifically Circles, provide students with an opportunity to resolve conflicts through dialoguing, problem-solving, building relationships and reflecting on their behavior. Used in conjunction with traditional disciplinary practices, Circles can provide schools with an additional tool to teach appropriate behavior. Currently, there is limited research examining the impact of the Circle process on student behavior and school climate relative to student discipline. The purpose of this study was to examine the use of restorative justice practices, specifically Circles to address behavioral infractions among high school students. The findings of this study add to the current literature surrounding school disciplinary theory and practice and provide school administrators with another option for addressing student behavior. A qualitative case study approach was utilized to examine the impact of Circles at one high school. Thirteen participants were interviewed during a week long visit to West Valley High School (identified by pseudonym). Interviews responses were transcribed, analyzed and coded into themes representing the experiences of the participants in the Circle process. The data for this study revealed the following research findings: (a) the school employed a restorative approach to discipline which included the use of Circles as a complement to traditional disciplinary procedures, (b) the Circle process at WVHS led to the elimination of further behavioral infractions among Circle participants, (c) the Circle process provided students with increased opportunities for conflict resolution and learning, (d) the Circle process provided a forum for students' to discuss personal issues unrelated to the original conflict, and (e) the Circle process had a positive impact on student behavior and the participants' perception of school climate relative to student discipline.

No description available.

Due to a high rate of teacher attrition currently being experienced in public schools, a teacher shortage may be looming in the near future. Research shows that attrition rates are highest among novice teachers. In part, teacher attrition has also made it increasingly difficult for schools to meet the "highly qualified" requirement of the No Child Left Behind Act of 2001. Past efforts to reverse this trend have concentrated on increasing the supply of qualified teachers; however, more recent studies have shown that the solution lies partially in raising retention rates. Research has identified several reasons teachers have left the profession, such as, low salary, student misbehavior and working conditions, including administrative support. Another common thread among teachers who leave the profession has been dissatisfaction with working conditions in their school. This study examined the relationship between teachers' intent to stay in teaching, teachers' job satisfaction, perceived administrative support, teaching experience, perceived student behavior, and teachers' satisfaction with their salaries. After the conduct of a preliminary descriptive analysis, a hypothesized path model was employed through the use of four different samples derived from the 2003-04 Schools and Staffing Survey, Public School Teacher Questionnaire (Form SASS-4A). The first sample was the combined environmental setting. The second, third, and fourth sub-samples were urban, urban fringe, and rural samples, respectively, as identified by the respondent. Based on the path analysis, perceived administrative support, teaching experience, perceived student behavior, and teachers' satisfaction with their salary were identified as significant predictors of teachers' job satisfaction and intent to stay in teaching. Administrative support was the most significant predictor of teachers' job satisfaction, while teachers' job satisfaction was the most significant predictor of teachers' intent to stay in teaching. The path analysis also confirmed that perceived administrative support mediates the effect of teaching experience, perceived student behavior, and teachers' satisfaction with their salary relative to both teachers' job satisfaction and intent to stay in teaching. No significant differences were found among the sample and their sub-samples based on the environmental setting of the school. / Ph. D.

School personnel were concerned that the disruptive student behaviors at an urban, elementary school in the northeast United States had persisted despite positive behavioral interventions and supports (PBIS) implementation and professional development (PD) for more than 7 years. The purpose of this basic qualitative research study was to explore teacher perceptions regarding the PBIS related to student behavior and socialization issues. Skinner's reinforcement theory and Bronfenbrenner's bioecological systems theory served as the conceptual frameworks for this study. Specifically, this study explored the PBIS framework in reducing students' undesirable behaviors, how the framework prepared teachers to implement PBIS in their school, and how PBIS developed prosocial behaviors in students. The study included interview data from 20 purposefully selected teachers from prekindergarten through Grade 3, and Grade 5 teachers who were known to meet the selection criteria of being an urban elementary school teacher with 2 or more years of experience using the PBIS framework. Data were analyzed using Attride-Stirling's 6 steps of thematic coding. Findings indicated that PBIS is beneficial but selective; more training was needed after implementation; and parental support is necessary for the development of prosocial behaviors. Themes supporting the findings included that the PBIS framework being beneficial, that it was successful with some students but not all, and that it must be implemented properly. Thus, the resulting project provides intervention strategies to supplement the current PBIS framework. The implications for positive social change are dependent on educators to effectively use PBIS in improving students' social behavior in the school district.