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
| Identifer | oai:union.ndltd.org:uoregon.edu/oai:scholarsbank.uoregon.edu:1794/11467 |
| Date | 06 1900 |
| Creators | Guest, Elise M., 1975- |
| Publisher | University of Oregon |
| Source Sets | University of Oregon |
| Language | en_US |
| Detected Language | English |
| Type | Thesis |
| Relation | University of Oregon theses, Dept. of Educational Methodology, Policy, and Leadership, Ed. D., 2011; |
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