abstract: The purpose of this study was to implement Tier 1 universal expectations and Tier 2 secondary preventions, using a School-wide Positive Behavior Supports (SWPBS) problem-solving framework with fidelity in a culturally and linguistically diverse urban elementary school. A mixed-method design was used to address the following three research questions. How can school leadership teams design and implement Tier 1 and Tier 2 supports with fidelity in an urban elementary school? In what ways can Tier 1 and Tier 2 interventions, designed and created by a school leadership team, reduce disruptive student behaviors? How satisfied were staff members with implementation of the Tier 1 and Tier 2 preventions? Data collection was completed using office discipline referrals (ODRs), the School-wide Evaluation Tool (SET 2.0), the Benchmarks of Quality (BoQ), staff surveys, and interviews to aid researchers and educational leaders in urban schools in identifying successes, pitfalls, and areas needing improvement in the implementation of Tier 1 and Tier 2 supports in urban schools. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2015
| Identifer | oai:union.ndltd.org:asu.edu/item:29915 |
| Date | January 2015 |
| Contributors | COLCORD, CEAN R. (Author), Mathur, Sarup R. (Advisor), Zucker, Stanley H. (Committee member), Puckett, Kathleen S. (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 152 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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