abstract: Student behavior problems continue to be a nationwide concern, despite decades of practice with a myriad of disciplinary systems. Students who frequently engage in problematic behaviors are at-risk for a variety of negative life outcomes. School-wide positive behavior interventions and supports (PBIS) is an evidence-based system of school-wide reinforcement and disciplinary procedures that relies on a problem-solving model from a systems perspective. Research based on the implementation of PBIS in schools has found positive effects pertaining to decreases in problem behaviors, increases in academics and attendance, and improved school safety and staff satisfaction. The purpose of this study was to examine the impact of PBIS systems change at varying years of implementation in three middle schools using a cross-sectional design on student outcome variables including office discipline referrals, major disciplinary actions, attendance rates, and academic achievement, along with school climate factors related to teacher burnout. Analysis of variance, non-parametric analysis of variance, and visual analyses were used to evaluate the effects of PBIS at varying years of PBIS implementation. The number of ODRs and major disciplinary decisions issued were greatly decreased with each year of PBIS implementation. Analyses of student academic performance and attendance varied by school and level of PBIS implementation and appeared to be influenced by additional variables, such as socioeconomic status. The length of PBIS implementation was associated with lower teacher ratings of emotional exhaustion and higher school climate ratings. Implications for research and educational practice are addressed. / Dissertation/Thesis / Doctoral Dissertation Educational Psychology 2014
| Identifer | oai:union.ndltd.org:asu.edu/item:25807 |
| Date | January 2014 |
| Contributors | Bartosik, Erin (Author), Caterino, Linda C (Advisor), Balles, John (Committee member), Stamm, Jill (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 213 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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