Dissertations / Theses: 'Positive behavior interventions'

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Warren, Justin D. "Teachers' Perceptions of Positive Behavior Interventions and Supports." Thesis, McKendree University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13424637.

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Teachers today are spending more time with problem behaviors and less time with instruction. Problem behaviors can affect students’ learning as well as teachers’ instructional time. In contrast to traditional disciplinary practices, this study explored teachers’ perspectives from all three educational levels regarding the efficacy of positive behavior interventions and supports. Many programs and approaches are available to improve student behavior in schools. Positive Behavioral Interventions and Supports (PBIS) is designed to help schools create and sustain effective behavioral supports for students. This study was focused on the perceptions of teachers after the implementation of a program of positive behavior support in districts within the state of Illinois. Forty-five school districts were randomly chosen from each region and educational level. The research that guided the study related to the perceptions of teachers on the efficacy of the Positive Behavior Interventions and Supports system. The research was inconclusive, as teachers reported that the behavior system was needed, but it did not change the behaviors of the students who displayed challenging behaviors. This study was significant as it added to the body of research of Positive Behavior Interventions and Supports.

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Thomas, Gequana. "Teacher Assessments of School-Wide Positive Behavioral Interventions and Supports." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5139.

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Discipline is of increasing concern to school stakeholders in districts around the world. It is especially concerning in a district of a southern U.S. state, where a zero tolerance policy calls for the removal of disruptive students from the classroom. Students, teachers, administrators, and other district officials may benefit from effective implementation of Positive Behavior Interventions and Supports (PBIS), a positive discipline program that includes educators using data for instructional and discipline decision making. In the local district, little is known about the teachers' opinions regarding the PBIS implementation. The purpose of this project study was to gain insight on the teachers' assessment of the implementation of PBIS at Middle School A (MSA) and Middle School B (MSB) to benefit the PBIS program at MSA. The research questions addressed teachers' assessments of the PBIS implementation. Based on the theory of operant conditioning, a quantitative cross-sectional survey design was used to collect data using the PBIS Self-Assessment Survey. Survey data were analyzed descriptively and inferentially using an 1-way ANOVA. Applying the appropriate subscales of the survey instrument, MSA teachers scored the Classroom Setting System as in place and each of the other three systems (i.e. School-wide, Non-Classroom, and Individual Student Systems) as partially in place. MSA teachers (n = 22) also scored their PBIS systems higher than the teachers did at MSB (n = 22). Through the application of the resulting policy recommendation that indicates positive changes for MSA's PBIS program, student academic achievement and behavior may improve. In addition, through policy implementation, stakeholders in other districts may improve the implementation fidelity of their PBIS program with the objective of positively influencing students.

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Hube, Carly R. "Restraint, Seclusion and Implementation of Positive Behavior Interventions and Supports." University of Dayton / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1624276112545605.

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Sagett, Beth Baker Paul J. "Relationships between the positive behavior interventions and supports approach and school climate." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128287.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed March 21, 2005. Dissertation Committee: Paul Baker (chair), Mary O'Brian, Lucille Eckrich, Joseph Pacha. Includes bibliographical references (leaves 157-161) and abstract. Also available in print.

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Anderson-Saunders, Keisha A. "Elementary School Teachers' Perceptions on Positive Behavioral Interventions and Supports Implementation and Effectiveness." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2635.

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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.

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Pace, Lauren E. "Coaching Parents to Use Positive Behavior Support: Function-Based Interventions for Preschool Children with Challenging Behavior." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7663.

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Parents who have children with challenging behavior may feel stressed, overwhelmed and at a loss for solutions. Challenging behavior can cause problems with children’s relationships with others and their school success. There are many resources for schools and children with special needs; however, resources for parents for young children (ages 3 to 5) with challenging behavior are limited. This study examined the impact of a 6-week intervention to coach parents to use strategies that encouraged children to develop skills that helped them to express frustration and solve problems in positive ways. Parents were better able to understand what the children were communicating with their behaviors, and what supports they needed in order to get their needs met in an appropriate way. Challenging behavior decreased for the children who participated. They also were better able to communicate their needs and handle disappointment.

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Hale, Kimberly D., and James J. Fox. "Tier 2 Assessment & Interventions for Reading and Behavior Challenges: The ETSU Positive Behavior Support Initiative." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/7034.

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Roberts-Clawson, Meghann. "Teacher Perceptions of Using Positive Behavior Interventions and Supports as Behavioral Interventions in a Pre-K-5 Elementary School: A Phenomenological Study." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3331.

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Teachers’ Perceptions of Using Positive Behavior Interventions and Supports as Behavioral Interventions in a Pre-K-5 Elementary School: A Phenomenological Study by Meghann E. Roberts-Clawson This qualitative study addresses teacher perceptions of using positive behavior interventions and supports (PBIS) as positive behavioral interventions. This phenomenological study was conducted within a Pre-K-5 elementary school in northwestern North Carolina. In order to collect qualitative data, personal individualized interviews were conducted from a purposeful sample of teachers in the school who have experience implementing more intensive positive behavioral interventions. By analyzing data derived from the interviews and classroom and individualized documentation, the researcher was able to identify themes such as teachers’ perceptions in regards to using PBIS as a behavioral intervention. Themes elaborating on the ways that teachers implement PBIS in their classroom as well as the most consistently used elements of the PBIS framework also emerged from this study. Findings from this study will be useful in helping to implement the PBIS framework to fidelity as well as helping to sustain these practices. This information will be vital in training new teachers that join the staff as well as veteran teachers who are struggling with individual students’ behavior.

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Walter, Eric. "Teachers’ Experiences of School-Wide Positive Behavior Interventions and Supports: A Qualitative Study." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1587666061242924.

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Guest, Elise M. 1975. "The Impact of Positive Behavioral Interventions and Supports in Secondary School Settings." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11467.

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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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Strickland-Cohen, Monica, and Monica Strickland-Cohen. "An Examination of the Efficacy of Training School Personnel to Build Behavioral Interventions from Functional Behavioral Assessment Information." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12550.

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The current study evaluated the efficacy of a training series designed to teach typical school-based behavior support professionals to build behavioral interventions from functional behavioral assessment (FBA) information. The study was conducted in three stages. First, a descriptive assessment examined the extent to which typical school team leaders demonstrated knowledge of core behavior support plan (BSP) development features following a four-part training series on the development and implementation of function based supports. The second stage of the study assessed the extent to which participants who met criteria for BSP development during training were then able to lead a typical school team in building a BSP that was perceived by expert behavior analysts as "technically sound." In the final stage, a nonconcurrent multiple-baseline design was used to determine if there is a functional relationship between implementation of BSPs led by typical school-team leaders who received the training and improvement in the level of student problem behavior. Thirteen school professionals participated in four 1-hour "From Basic FBA to BSP" training sessions. A post test analysis of BSP knowledge indicated that the participants ended training with the knowledge needed to use FBA information to develop student BSPs. Six of the 13 professionals went on to lead school-based teams in the development of BSPs that were rated by outside experts as technically adequate. Direct observation data were collected on student behavior during the implementation of five of the six resulting BSPs, and decreases in problem behavior and increases in academic engagement were seen for all five student participants. Additionally, participating team leaders and classroom staff indicated that they found the procedures and tools used to be both acceptable and effective. These results document preliminary findings supporting the efficacy of a four-part training series used to teach typical school staff to use FBA data in designing student BSPs. Further implications for practice in schools and directions for future research are discussed.

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Kauffman, Amy Lynne. "Stimulus fading within check-in/check-out." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/8580.

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xi, 111 p. ; ill. (some col.) A print copy of this title is available through the UO Libraries. Search the library catalog for the location and call number.
To address the growing academic and social needs of students, schools must utilize efficient and effective methods of behavior support. Targeted interventions support students who are at-risk for developing more severe problem behaviors. These interventions are implemented similarly across a group of students, and thus serve as an efficient and cost effective method of behavior support. Check in Check out (CICO) is a targeted group intervention that has a growing research base supporting its efficacy (Crone & Horner, 2003; Todd, Campbell, Meyer, & Horner, 2008). Although there is a growing research base, no studies have examined maintenance of reductions in problem behavior upon fading. The present study examines (1) if a functional relation exists between CICO and reductions in problem behavior, and (2) which components of CICO can be successfully faded with reductions in problem behavior maintaining. In addition, this study examines if teacher attention varies across phases of the study, and predicts successful fading procedures. A reversal design was used to evaluate the efficacy of CICO and subsequent fading phases in four elementary school aged boys. Results indicated that CICO was functionally related to reductions in classroom problem behavior in all four participants. In addition, a functional relation was established with CICO and increases in academic achievement in three participants. Fading procedures were mildly successful, with only some intervention components being removed with reductions in problem behavior maintaining. The amount of adult attention did not vary across study phases, however adult attention became less dependent on problem behavior during the CICO and first fading phase. Clinical and conceptual implications, as well as future research will be discussed.
Adviser: Cynthia Anderson

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Wahl, Elaine M. "Comparing Versions of the Good Behavior Game: Can a Positive Spin Enhance Effectiveness?" University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397233998.

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Blakely, Allison. "District Capacity and the Implementation of Positive Behavior Interventions and Supports: An Exploratory Study." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23094.

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The purpose of this study was to examine the relation between district capacity as measured by the District Capacity Assessment (DCA) and the initial, depth, scale, and sustained implementation of an evidence-based practice (EBP), Positive Behavior Interventions and Supports (PBIS). This exploratory analysis also examined the internal structure of the DCA and how district-level context may influence the overall DCA score. Results from the study showed a positive relation between DCA scores and Tier I (i.e., initial) and Tier II (i.e., depth) of PBIS implementation. While this study did not provide conclusive evidence between the DCA and all aspects of PBIS implementation, it does provide implications for future inquiry into the study of district capacity. The discussion will review the findings, overview the limitations, discuss the implications of the results, and provide future directions for researchers, policy-makers, and practitioners interested in the further study of district capacity.

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Barclay, Christopher Michael. "Unpacking the Discipline Gap: Referral Categories and School-Wide Positive Behavior Interventions and Supports." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5906.

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Despite decades of efforts to racially integrate schools and the recent accountability movement, U.S. students’ access to equitable education remains elusive. Research demonstrates that discipline procedures disproportionately remove racial minority students from the classroom, creating a “discipline gap.” Racial disparities in discrete disciplinary infraction types (e.g., disruption, aggression) have shown nuanced patterns across groups and school levels. Moreover, the relationship between school-wide positive behavior interventions and supports (SWPBIS) – a framework for promoting positive behavior and preventing conflict – and the discipline gap is unclear. This investigation explored racial/ethnic disparities per infraction type (e.g. disruption, verbal abuse) and the relationship of SWPBIS implementation fidelity to these referrals using multilevel logistic regression analyses. Participants were 40 elementary schools receiving PBIS technical assistance and the 24,512 students served by the schools. Findings of disciplinary disparities largely were consistent with previous studies with similar methods. Compared to White peers, Black students were overrepresented in office discipline referrals (ODRs) across all infraction types while Hispanic students were underrepresented in Aggression referrals and other racial/ethnic minority students were underrepresented in Miscellaneous referrals. SWPBIS implementation fidelity demonstrated a significant negative relationship with the overall ODR rate and was significantly related to infractions for Aggression; however, no evidence was produced to support the notion that SWPBIS produces more equitable discipline practices. Implications for the research and practice of culturally responsive behavior supports are discussed.

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Hipólito, Joana Ferreira. "Emotion-oriented interventions for environment and the facilitation of pro-environmental behavior." Doctoral thesis, Faculdade de Ciências e Tecnologia, 2011. http://hdl.handle.net/10362/8213.

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Dissertação para obtenção do Grau de Doutor em Ambiente, pela Universidade Nova de Lisboa, Faculdade de Ciências e Tecnologia
This research aimed at studying the facilitating pro-environmental behavior problem by approaching new pro-environmental interventions. The following elements make this study particularly relevant: a) the actual debate concerning the impact of scientific and technological innovations and b) the consideration of new emotional research findings, which stress that emotion is an essential part of information processing. However, the role of emotions is still largely absent from most pro-environmental studies. This situation highlights the importance of conceiving personal and professional initiatives aimed at encouraging reflection and supporting proenvironmental behaviors research while focusing on emotional issues. The study involved an interpretative approach of a qualitative nature, organized in two complementary phases. The first phase evaluated the possible impact of the purposed research. It involved different collaborations and the first experimental research study was implemented as a proof-of-concept approach. In addition, this phase research advanced a new model of proenvironmental behavior and a design framework. The second phase of the study, motivated by the results of the first phase, led to advancing emotion-oriented interventions scenarios and also planning and implementing their evaluation. This initiative showed two technological opportunities to consider for future developments: Affective images rewarding systems using digital material and sensorial feedback tools using non-digital material. The planned qualitative research included questionnaires, semi-structured interviews, panels, observation and the analysis of documents. The results of this study have several implications. Among the most relevant are: a) the potential of combined research methods in investigating individuals conceptions and perceptions about environmental behavior; b) the importance of discussions about new pro-environmental interventions for facilitating pro-environmental behavior; c) the importance of multi-disciplinary research approaches for advancing new technological options; and d) the relevance of considering an emotion-oriented approach.
Fundação para a Ciência e a Tecnologia (FCT/MCTES)- (SFRH/BD/21408/2005)

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Harrison, Chad. "An Evaluation of the Effects of the Academics and Behavior Check-in/Check-out Intervention." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13327.

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School professionals are faced with addressing social behavioral concerns across multiple school settings with growing frequency. There is a need for efficient and effective methods to support students exhibiting challenging behavior. Tier -II interventions, such as Check-in/Check-out, can be implemented efficiently in schools with sufficient systems in place. However, these interventions are generally more effective for students whose problem behavior is more sensitive to adult attention. This study evaluated the effects of the Academic and Behavior Check-in/Check-out (ABC) intervention, a Tier-II intervention designed to provide additional support for students emitting behavior that is more sensitive to escape from academic tasks, relative to CICO using an ABAB reversal design. Functional assessment procedures corroborated that the behavior of three middle school students was in part motivated by escape from tasks. Implementation of ABC with all subjects resulted in improvements in academic engagement and reductions in problem behavior relative to CICO. Additionally, the ABC intervention was implemented with high fidelity and was rated favorably by stakeholders.

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Rodriguez, Billie Jo 1982. "An evaluation of The Good Behavior Game in early reading intervention groups." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10921.

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xiv, 145 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
As an increasing number of studies document the link between the development of student academic and social behavior, there is a growing need to create and evaluate interventions that address both types of skill development in school contexts. It is of particular importance to focus on interventions that improve the learning environment to maximize student success. The Good Behavior Game (TGBG) is an example of a research-based intervention that can be easily modified and implemented in conjunction with academic interventions to maximize effectiveness of student supports. The present study focused on the development and implementation of a modified version of TGBG implemented during the delivery of a secondary level early literacy intervention for students at-risk for reading difficulties. Specifically, this study examined whether instructional assistants' implementation of TGBG was functionally related to changes in student and instructor outcomes. The student outcomes assessed were (1) problem behavior, (2) academic engagement, and (3) pre-literacy skill development. The instructor outcomes assessed were provision of opportunities to respond to instruction, specific praise, and corrective statements for student social behavior. Data were also collected on fidelity of implementation, contextual fit, and social validity of TGBG. A concurrent multiple baseline design across five instructional reading groups was used to evaluate effects of TGBG. Results indicated that TGBG was functionally related to reductions in student problem behavior. In addition, a functional relation was established between implementation of TGBG and increases in instructor provision of specific praise statements and decreases in provision of corrective statements. Academic engagement and provision of opportunities to respond remained high and stable throughout the study. Pre-literacy trajectories did not appear to be functionally related to TGBG implementation; however, this may have been due to the short timeframe of the study. Instructional assistants implementing TGBG as well as students participating in TGBG rated it positively. Conceptual, practical, and future research implications are discussed.
Committee in charge: Cynthia Anderson, Co-Chairperson, Special Education and Clinical Sciences; Elizabeth Ham, Co-Chairperson, Special Education and Clinical Sciences; Robert Horner, Member, Special Education and Clinical Sciences; Marjorie Woollacott, Outside Member, Human Physiology

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Gann, Candace J. "Evaluating the Effects of Function-Based Interventions with D/HH Students." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/316774.

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This study examined the effectiveness of function-based interventions applied within a school for the deaf. The participants were elementary-aged males diagnosed as deaf or hard of hearing (D/HH) who exhibited chronic off-task behaviors throughout the school day. This study was conducted across two phases: (a) a descriptive functional behavior assessment (FBA) was conducted for each participant and (b) individualized function-based interventions were developed based on the results of the FBAs followed by the implementation of the interventions in each classroom using a single-subject, ABAB reversal design. The function-based interventions significantly improved each participant's on-task behavior in his classroom environment. Furthermore, social validity ratings by each teacher revealed that the interventions were effective, easy to implement, and appropriate for each participant. Implications for application of the procedures used in this study with the D/HH population, limitations, and directions for future research are discussed.

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Novak, Josh. "A Longitudinal Study of Therapist Emotion Focused Therapy Interventions Predicting In-Session Positive Couple Behavior." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4410.

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This is a longitudinal multilevel analysis using third party coded data of 15 couples therapy sessions to identify which therapist Emotion Focused Therapy interventions (Management of Couple's Interaction, Working with Primary Emotion, Managing Defensive Responses, Reframing the Problem in Terms of the Cycle, and Placing Emerging Emotions into the Cycle) influenced husband-to-wife and wife-to-husband exchanges of Positive Behaviors (warmth, prosocial behaviors, communication, assertiveness, and listening). A mixed effects model was used to examine within- and between-individual variability. Men and women were modeled separately. A series of two-level multilevel models of change were examined, where Time is Level 1 and Individual is Level 2. Results indicated no significant relationship between Management of the Couple's Interaction, Managing Defensive Responses, and Reframing the Problem in Terms of the Cycle with both wife-to-husband and husband-to-wife positive behavior. Findings demonstrated that 44.5% of the variance in wife-to-husband positive behaviors and 66.5% of the variance in husband-to-wife positive behaviors was accounted for by the therapist Working with Primary Emotion and Placing Emerging Emotions in the Cycle. Specifically, these therapist interventions were significantly and negatively related to wife-to-husband and husband-to-wife positive behaviors over time in therapy. Clinical implications and directions for future research will be discussed.

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Ennis, Christina. "An Evaluation of Group Contingency Interventions: The Role of Teacher Preference." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5011.

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Disruptive behavior within classrooms is a major concern for teachers and parents. Positive Behavior Interventions and Supports (PBIS) provides a multi-tiered framework for schools to provide supports to students, which are matched to each student's needs. Whereas most students are successful with the school-wide supports provided to all students, approximately 20% of students are likely to require additional supports. Group contingencies have an established basis of support as effective Tier 2 interventions; however, these contingencies vary in a variety of dimensions that may influence their efficacy and acceptability. The purpose of this study was to evaluate the relative impact of four different group contingency types (independent, interdependent, dependent, and randomized) on class-wide appropriate and disruptive student behaviors as well as how implementation of a teacher's preferred contingency may enhance student behavioral outcomes. Three general education teachers and their students participated in the study. All four group contingency types resulted in reduced disruption and increased appropriate behavior across all three classrooms. No patterns of differentiation were observed in any classroom. Teacher preference was assessed with two teachers selecting independent and two teachers selecting dependent contingencies as their preferred reward system. Implementation of the preferred contingency resulted in further improvements in both class-wide behaviors. Some evidence of generalization and maintenance was noted in all three classrooms.

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Cox, Ellen. "Characteristics of Behavior Rating Scales: Revisited." TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3103.

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This study was a replication of a study by Hosp et al. (2003), which looked at items on behavior rating scales to determine if they can be used to plan and monitor positive behavior interventions. For this study, ten forms of commonly used behavior rating scales were selected, and the so what and dead man tests were applied on each scale. Each item on the scale was placed into one of four categories: positive action, negative action, lack of positive action, and lack of negative action. Then, these categories were used to rate each scale to determine which subscales survived, or were deemed useful for measuring increases in positive behavior. Eight of the ten scales were found to contain a majority of negative action items and some lack of action items, neither of which are useful in measuring positive behaviors. Only two scales, the parent and teacher versions of the BERS-2, were found to contain all positive action items, and therefore were the only scales to fully survive the dead man test. The results of this study show that the majority of commonly used behavior rating scales today still do not contain primarily positive action items, and therefore have not majorly improved in the last fifteen years, although all of the behavior rating scales contained subscales that could have potential to plan and monitor positive behavior interventions.

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Massey, Michael J. "Critical Race Examination of Educator Perceptions of Discipline and School-Wide Positive Behavior Interventions and Supports." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5753.

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School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a school disciplinary framework seen as an effective tool to replace school disciplinary practices that contribute to the school to prison pipeline (STPP). While evidence suggests that SWPBIS can help improve school discipline and lower suspension/expulsion rates, it has not been shown to consistently decrease racial disciplinary disparities. This study thematically analyzed semi-structured interviews of educational staff at one high school at the outset of SWPBIS implementation to understand their perceptions of school discipline and the potential for SWPBIS to address root causes of racial disciplinary disproportionality. Using a critical race theory analytical lens to center issues of race and racism, the findings revealed a school that is deeply structured in Whiteness. Participants described the school as “two schools in one”—one that is largely White, affluent, and high-achieving and another that is predominantly Black, economically disadvantaged, and achieving at lower levels. Educators were open to key elements of SWPBIS, such as positive discipline and school-wide consistency in disciplinary practices. And while many participants identified systemic barriers to achieving equity, they simultaneously relied on discursive strategies that upheld Whiteness. These findings suggest that SWPBIS has the potential to be an alternative to punitive school discipline, but faces multiple barriers in addressing disciplinary disproportionality. The segregated and stratified school structure raises questions about whom SWPBIS is for and who will bear the burden of implementation.

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Angus, Gail Pamela. "The effects of school-wide positive behavior interventions and supports on student achievement and other outcomes." CSUSB ScholarWorks, 2011. https://scholarworks.lib.csusb.edu/etd-project/1805.

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The purpose of this study is to determine the effects of school-wide positive behavior interventions and supports (SWPBIS) on student academic performance and other outcomes. The participants in the study are eight middle schools from an urban Southern California school district that were mandated to implement SWPBIS in 2005.

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Lane, Robin. "Evaluation of a standardized protocol for parent training in positive behavior support using a multiple baseline design." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002707.

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Shumway, John T. "A Case Study on the Facilitation of Positive Behavior Interventions and Supports in a Public Elementary School." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6504.

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Disruptive behaviors in elementary schools are a serious concern for teachers. With mounting pressure from school district administrations, state and federal government agencies, and the communities in which these schools reside, teachers often struggle to determine the best path to achieve consistent student engagement. When inappropriate behaviors are not managed effectively, academics suffer. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Professional Learning Communities (PLC) have also become very common in schools as teachers are organized into teams to collaborate and plan learning opportunities and methods for the instruction and assessment of students. The present study examined the effects of PBIS implementation through the PLC on the teaching staff in 7 elementary school classrooms. This is a case study in which selected teachers were observed and interviewed to determine their level of and concerns regarding implementation and subsequent adoption level. Results indicate that the teachers all have unique experiences with PBIS and related interventions that either reduce their use or support their belief that it is an effective system. Their PLC collaboration is also discussed as it was proposed to be the medium and data catalyst for implementation. Limitations and implications of this study for researchers and practitioners are discussed.

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Cohen, Rachel Mara. "Implementing school-wide positive behavior support : exploring the influence of socio-cultural, academic, behavioral, and implementation process variables." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001607.

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Suric, Daniella. "Using Multimedia Social StoriesTM to Enhance Prosocial Behavior of At-Risk Preschoolers." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5317.

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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.

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Harless, Michelle Diane Rogers. "Disciplinary Referrals in Response to School-Wide Positive Behavior Plan in a Rural Middle School Setting." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1353.

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Students who exhibit disruptive and inappropriate behaviors are a challenge for schools, as teachers and administrators are most often held responsible for managing these behaviors. This study was designed to evaluate School-Wide Positive Behavior Supports (SWPBS) when used in a rural middle school setting. Research indicates that using SWPBS in an individual school over a period of time can decrease the amount of disruptive behaviors in the school while also increasing attendance and academic scores. However, little longitudinal research exists concerning the use of SWPBS within middle school settings across a system. Through the use of quantitative methods, this study included examining overall effect on office disciplinary referrals (ODRs), suspensions, and expulsions under the 3 categories of schools as well as faculty and student perceptions (current year only) of SWPBS. While there was no significant difference found among ODRs, expulsions, or suspensions among the 3 school categories through ANOVA analysis, the study did highlight the need for further evaluation of how schools implement SWPBS. A one-way, chi-square analysis of faculty perceptions did not show a significance among the three school categories, while student perceptions did show significance and a follow-up pairwise comparison was conducted. The student survey analysis suggests that students in either a school with the SWPBS plan or without a plan are 3 times more likely to have a negative attitude toward the behavioral school policies than schools with a partial SWPBS plan. The analysis on perceptions indicates the need for further faculty and student questioning in future research. The primary significance of this study is that it addresses the use of SWPBS in various middle school settings and in various stages of use (full plan, partial plan, or no plan). This study also evaluates data from two years before the SWPBS implementation as opposed to just one year. The study highlights issues related to middle school students and how school systems might better serve those students.

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Fox, James J., and Leia Blevins. "Empirical Review of the Evidence-base for School-Wide Positive Behavior Support Primary Interventions with Emphasis on Students with Emotional-Behavioral Disorders." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/155.

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Barclay, Christopher M. "Benchmarks of Equality? School-Wide Positive Behavior Interventions and Supports and School Discipline Risk and Disparities for Black and Hispanic Students." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6800.

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In U.S. schools, Black and Hispanic youth receive discipline in the form of office discipline referrals and out-of-school suspensions at a rate greater than their White peers. Contributing factors to this “discipline gap” may be found across a number of ecological variables. Therefore, multifaceted and systemic interventions such as school-wide positive behavior interventions and supports (SWPBIS) should be evaluated for their effectiveness in producing more equitable school discipline rates. In light of mixed evidence for the relationship of SWPBIS with discipline equity, the purpose of this study was to examine the merits of five critical elements of SWPBIS for reducing discipline rates for Black and Hispanic students and for closing the discipline gap. Among a sample of 322 Florida SWPBIS-implementing schools serving a total of 292,490 students, SWPBIS fidelity’s relationships with discipline rates and with disparities were investigated. The Benchmarks of Quality, a psychometrically sound measure of SWPBIS fidelity completed by a school-based team and an external coach, was completed at each school. Results of multiple linear regression analyses indicated that higher fidelity to SWPBIS Classroom Systems was related to decreased discipline risk for all students, including Black and Hispanic students, but not more equitable discipline practices. Higher fidelity to SWPBIS Expectations was related to higher suspension risk among Black students while higher levels of Recognition were related to more equitable suspension practices. No significant relationships were observed between Lessons and Data Analysis and disciplinary rates or equity. Implications for the research and practice of SWPBIS are discussed, along with connections to other lines of research addressing educational equity.

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Montano, Corey Joanna, and Corey Joanna Montano. "The Effect of Function-based Supports on Treatment Integrity of Function-based Interventions." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/620989.

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Function-based assessments and interventions are routinely used in school settings as an effective method to address problem behaviors that impede the learning of the student or others. When function-based interventions are not successful, it is often due to problems with treatment integrity (TI). Using an ABCBC single subject design, this study examined whether function-based teacher supports could improve TI. The results demonstrated that the function-based supports provided to the teacher resulted in higher levels of TI and improvements in student behavioral outcomes. Using function-based intervention concepts to develop teacher intervention support, limitations to the study, and directions for future research are discussed.

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Job, Sarah. "Identity-Specific Positive Psychology Intervention for Sexual Minorities: A Randomized Control Trial." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3891.

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Sexual minorities experience mental and physical health disparities in comparison to heterosexual individuals due to minority stress (Branstrom et al., 2016; Kerridge et al., 2017; Meyer, 2003). Positive psychology interventions have improved mental and physical health (Antoine et al., 2018; Lambert D'raven et al., 2015), and therefore these interventions have potential to address health disparities. The current study tested an identity-specific intervention (n = 30) to a general positive psychology intervention (n = 30) and a control group (n = 30) among sexual minorities. This built on a recent pilot study which tested the efficacy of an identity-specific intervention designed for sexual minorities and showed significant improvements in depressive and anxiety symptoms. Thus, I hypothesized that individuals in intervention conditions would have better mental health, physical health, and substance use outcomes than the control group. Additionally, outcomes of the identity-specific condition were compared to those of the general positive psychology intervention. Participants included 91 sexual minority adults that completed three surveys (baseline, one week after the intervention, one month follow-up) including outcomes measures (depressive symptoms, anxiety symptoms, problematic drinking, problems associated with drug use, well-being, and self-rated health), potential covariates (anticipated stigma, internalized stigma, concealment) and manipulation checks (self-compassion, forgiveness, optimism, coping using humor, social support seeking). Fifty-three participants completed interventions featuring five intervention tasks eliciting self-compassion, optimism, forgiveness, humor, and social support seeking. Analyses included descriptive statistics, bivariate correlations, and multilevel modeling. Compared to the control condition, results showed significantly greater improvements in well-being (b = .40, p = .013), self-rated health (b = -.42, p = .006), and problems associated with drug use (b = -.97, p = .004) among participants in the intervention conditions. No significant differences emerged for depressive symptoms, anxiety symptoms, or problematic drinking. Limitations include lack of power for analyses examining extended follow-up and comparing intervention types, as well as a number of history effects. Despite these limitations, the current study has potential to improve health outcomes and aid clinical practices. More research on positive psychology interventions with sexual minorities is needed.

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Wright, Jason Leonard. "Using Social Validity to Examine Teacher Perspectives of Positive Behavior Intervention Support Programs: A Quasi-Replication Study." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6179.

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This study represents a quasi-replication of Lane et al. (2009) investigation into the psychometric properties of the Primary Intervention Rating Scale (PIRS). This rating scale was designed to assess the social validity of primary to high school level Positive Behavior Support intervention plans completed by academic staff. Lane's results indicated the PIRS was a one- factor measure with strong reliability and structural validity. To substantiate these findings an adapted version of the PIRS was distributed to teachers from one Utah school district.Quantitative data and additional comments were collected from elementary and middle school teachers. The results were computed using a series of statistical analyses including Exploratory and Confirmatory Factor Analysis and Cronbach's Alpha. Teacher comments were used to provide additional feedback and to examine trends. Results confirmed the Lane et al. findings that the PIRS is a one factor measure with strong internal consistency. Results also indicated that the school district's PBS prevention plan was socially valid from the teachers' perspective.

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Perkins, Lisa Marie. "School-Wide Implementation of Positive Behavior Interventions and Supports and the Impact on Student Absences, Office Discipline Referrals, and Suspensions in Two Suburban Middle Schools." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/85213.

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The literature shows that school attendance matters. Time engaged with instruction is highly correlated to student achievement (Brophy, 1988; Fisher et al., 2015; Northwest Regional Educational Laboratory, 2001). However, students who are suspended and expelled from school lose instructional time in the classroom (Belway, Hodson, Losen, Keith II, and Morrison, 2015; Scott and Barrett, 2004). Suspensions result in decreased student attendance by removing the student from the learning environment (Noltemeyer, Ward, and Mcloughlin, 2015). The use of in-school suspension (ISS), out-of-school suspension (OSS), and expulsion are referred to as exclusionary discipline (Belway et al., 2015). Educational leaders are unintentionally contributing to the achievement gaps that the No Child Left Behind (NCLB) legislation intended to close by not addressing student suspensions and expulsions (Belway et al., 2015). This study used quantitative data with an ex post facto design to determine if the implementation of school-wide positive behavioral interventions and supports (PBIS) resulted in a change in student absences, office discipline referrals, and suspensions in one middle school and to determine what difference, if any, was there in student absences, office discipline referrals, and suspensions between a school implementing PBIS and a school not implementing PBIS. Two suburban middle schools in one Virginia school division were included in this study. Following the conceptual framework for this study, it was anticipated that implementation of PBIS would decrease student absences, office discipline referrals, and suspensions. The results of the study revealed that there was a reduction in office discipline referrals following the first year of implementation in the PBIS Middle School. When comparing a school that implemented PBIS to one that did not, this study found that student suspensions decreased by the second year of implementation in the school that implemented PBIS. This study also yielded other findings that were inconsistent with existing research. The results of this study are of significance for education leaders who want to decrease student office discipline referrals and suspensions
Ed. D.

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Barnes, Sara Amanda. "An Evaluation of the Prevent-Teach-Reinforce Model within a Multi-Tierred Intervention System." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5455.

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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.

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Berg, Tricia. "Can We Increase Attendance and Decrease Chronic Absenteeism with a Universal Prevention Program? A Randomized Control Study of Attendance and Truancy Universal Procedures and Interventions." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23768.

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The purpose of this study was to examine the effects of a school-wide attendance and truancy intervention and universal procedures (ATI-UP) on student attendance. Student attendance was measured through average daily attendance and the percentage of students who would be considered chronically absent, i.e., missing 10% or more of school. The sample included 27 elementary schools in Oregon implementing school-wide positive behavior intervention and supports (SWPBIS) with varying levels of fidelity. Results indicate that schools can have a moderate effect on increasing average daily attendance (ADA) and a small effect on decreasing chronic absenteeism, although these results were not statistically significant. SWPBIS implementation did not act as a statistically significant moderator on the ATI-UP effects, although the treatment effect on ADA decreased with higher SWPBIS implementation.

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Betts, Gregory W. "The Impact of Teacher Administered Positive Behavioral Support Interventions on the Behavior and Achievement of Intermediate Level Students Identified with Measured Moderate, Mild, and Low Disruptive Externalizing Behaviors." University of Nebraska at Omaha, 2013.

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The Impact of Teacher Administered Positive Behavioral Support Interventions on the Behavior and Achievement of Intermediate Level Students Identified with Measured Moderate, Mild, and Low Disruptive Externalizing Behaviors

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Lamson, Ashlee M. "A Survey of Preschool Special Education Professionals and Their Use of Positive Behavior Interventions & Supports in Early Childhood Settings." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/597020.

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Special Education
Ph.D.
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.
Temple University--Theses

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Denune, Hilary B. "Examining the Effects of Combining Interdependent Group Contingency and Self-monitoring Procedures on the Classroom Behavior of Students with Emotional and Behavioral Disorders." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439562083.

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Taylor, Scott Wade. "Engaging in Very Risky Sexual HIV Transmission Behavior: a Qualitative Description of HIV-Infected Men Who Have Sex with Men." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2368.

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Thesis advisor: Kevin J. Mahoney
Recent empirical epidemiological and behavioral research has indicated that some secondary intervention preventions (e.g., condom use, HIV-disclosure, serosorting, etc.) might not be suitable for all HIV-infected gay and bisexual men, particularly for those who engage in multiple episodes of unprotected anal intercourse (UAI). The purpose of this dissertation was to answer the primary research question: What are the psychological, behavioral and contextual factors associated with HIV-infected men who have sex with men (MSM) who engage in risky sexual behavior? A qualitative descriptive approach was used to conduct a content analysis of 14 in-depth, semi-structured interviews and to provide a description of the lives of MSM who do not consistently use traditional secondary risk behavior strategies (e.g., safer-sex negotiation, condom use, etc.) to reduce HIV transmission among sexual partners, particularly those partners who are HIV-uninfected or whose HIV status is unknown. Risky sexual behavior was defined by HIV-infected MSM who had engaged in multiple episodes of UAI in the past three months. These interviews gathered preliminary data on the feasibility and acceptability of secondary HIV behavioral prevention strategies for MSM who engage in very risky sexual behavior. In addition, these data have identified descriptive themes that could be used to augment traditional secondary HIV invention preventions, creating new and specific risk-reduction strategies for this very high-risk group
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Graduate School of Social Work
Discipline: Social Work

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Call, Stephanie Priscilla. "Effects of a Parent Training Workshop on Parent Perceptions of Children with Developmental Disabilities." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3061.

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Children with developmental disabilities often exhibit problem behaviors, such as physical aggression, tantrums, and self-injury. These behaviors can detrimentally affect the family's lifestyle. Research has shown that such families should take an active role in developing and implementing a behavior plan. However, families need support to promote effective changes in their child's behavior. This study investigated how a positive behavior support workshop that used the Family HOPE program affected behavior problems and parent/child relationships in families with children with developmental disabilities. Parents of eight children with disabilities and challenging behaviors participated in this research. A Project Director and Principal Investigator taught the six systematic steps to changing behavior. They were assisted by graduate students who provided behavioral education to families, helped families complete a Functional Behavioral Assessment, appropriate interventions, and analyze intervention data. The Parent-Child Relationship Inventory (PCRI) and Scales of Independent Behavior-Revised (SIB-R) were given to the families to study the effects of parent trainings on parents' perceptions of limit setting, parental support, and the frequency and severity of problem behaviors. Results showed a significant difference in the pre- and post-intervention data on limit setting and parental support. There were no significant differences in the frequency and severity of problem behaviors on the SIB-R. Implications for further research are suggested concerning teaching parents Positive Behavior Support principles in a workshop setting.

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Schwartz, Michael. "The Implementation of a Social-Emotional Learning Curriculum for Targeted Students: Evaluating Strong Start as a Tier II Intervention." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20663.

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Social-emotional learning (SEL) is an accepted way of promoting an individual’s resilience, which is the ability to overcome challenging life circumstances to lead a fulfilling life. SEL is traditionally taught in schools as a universal, classroom-wide intervention. However, there is currently a gap in using SEL curricula as secondary, Tier II interventions. Strong Start, a SEL program, was evaluated as a Tier II intervention with 35 2nd grade students using a randomized-control trial design. Data were collected from students on their content knowledge of social-emotional constructs as well as from teachers on ratings of student problem behaviors and prosocial behaviors. Findings suggest improvements in student knowledge, teacher ratings of problem behaviors, and teacher ratings of prosocial behaviors for all students over time, with no significant group by time interaction. Limitations and future directions are discussed.

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Eldridge, Edward J. "A Study of the Use of Data to Implement School-Wide Positive Behavior Interventions and Supports in a Large Elementary School." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10282633.

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In nearly every profession, there is a general understanding that decisions should be informed and driven by data. Even in situations where individuals may not have a clear understanding of what data are needed, people have an innate understanding that more information will normally result in a more desirable outcome. Nowhere should the promise of data-based, high-quality decisions be realized more than in public schools that have answered the call to provide school-wide positive behavior interventions and supports (SWPBIS).

The purpose of this study was to evaluate the role of data in the implementation of SWPBIS in a large elementary school in a Northern California school district. This study assessed school personnel’s ability to access and use student data contained in the district’s data system. The study also assessed the impact of providing training to school personnel focused on accessing and using student behavior, attendance, and achievement data available in the district’s data system. A mixed methods, embedded design of a primarily quantitative quasi-experimental, one-group pretest-posttest design supplemented by qualitative data comprised the methodology for this study.

The results presented in this study contribute to research literature on the use of data in schools to improve student outcomes by providing strong support for increased data training of school personnel. There was variability between participants’ ratings of data accessibility and usefulness. Additionally, there were significant increases in participants’ ratings regarding the accessibility and usability of data points related to student behavior, attendance, and achievement as a result of data-focused professional development.

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Solorzano, Tina Renee. "The Impact on the Culture and Beliefs in an Alternative School Environment with the Implementation of Positive Behavior Interventions and Support." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10691104.

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This study explores the implementation of Positive Behavior Interventions (PBIS) in an alternative school located in a large, urban, inner-city school district. It focused on determining the consistency of the implementation with the culture and climate of the staff and the school and the reduction of office discipline referrals and suspensions.

PBIS provides an operational framework for providing a system for improving student behavior outcomes to ensure that all students have access to the most effective implemented instructional and behavioral practices. Across the country, thousands of schools are implementing PBIS as a way to improve school culture, safety and climate. Sugai and Horner (2006), the architects of the PBIS framework, claimed that the framework consisted of four integral elements:

1. Data for decision-making

2. Measurable outcomes supported and evaluated by data

3. Practices with evidence that these outcomes are achievable

4. Systems that efficiently and effectively support implementation of these practices

The results of this mixed-methods study determined that there was a reduction in the number of office discipline referrals since the implementation of PBIS, and the culture and climate of the staff perceptions increased. However, PBIS is relatively new to this particular school in addition to the school district. It is still too early to determine the long-term effects of the implementation.

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Apichatabutra, Chanisa 1978. "The effects of function-based academic and behavior intervention on problem behaviors and reading performance for English language learners in a Thai elementary school." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10066.

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xvi, 225 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
This study investigated the effectiveness of function-based academic and behavior intervention on behavior and reading improvement for five English language learners who exhibited escape-maintained problem behaviors and academic reading difficulties. The study sought to document the effect of a function-based approach on students with highly diverse cultural backgrounds in an international school in Thailand. The intervention emphasized (a) the functional behavior assessment (FBA) strategies to identify the function of the target behavior, (b) evidence-based effective reading instructional approaches, and (c) responsiveness to cultural perspectives of teachers and students. A combined single-subject research methodology documented a functional relationship between implementation of the function-based intervention and decreased problem behaviors. The findings revealed the potential to increase academic engagement and reading performance for the students by following a behavior support plan based on effective reading instruction and tasks modified to accommodate students' academic needs. The study emphasized cultural responsiveness of the intervention plan and implementation. Despite several limitations, this experimental research incorporated culture into behavior and academic support as well as into the research designs. In future application, cultural responsiveness among professionals will be a key element to ensure that future intervention support will meaningfully change the lives of students and will be sustained over time.
Adviser: Robert Homer

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Mcdermit, Mollie. "Evaluating Check-in/ Check-out with a Self-Monitoring Component." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7856.

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School Wide Positive Behavior Supports includes three tiers of support for students. Some students continue to struggle with following school expectations with only tier one supports in place and thus need additional supports. Because of this, tier two interventions have been created to help support these students. Self-monitoring and Check-In/Check-Out (CICO) are both tier two interventions and have been used independently to decrease problem behavior. This study combined these two interventions to teach students to monitor their own behavior and in addition get feedback from their teacher which is already a component of the CICO intervention. A multiple baseline across participants design was used to evaluate the effects of CICO with self-monitoring. Results indicated that CICO with self-monitoring was effective in reducing off-task behavior for one participant while two other participants required the addition of more immediate reinforcement to decrease off-task behavior.

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Pinkelman, Sarah. "Effects of Self-delivered Performance Feedback and Impact Assessment via the Individual Student Information System (ISIS-SWIS) on Behavior Support Plan Treatment Fidelity and Student Outcomes." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18514.

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The success of behavioral interventions depends not just on the quality of procedures employed but on the extent to which procedures are implemented. This study used a multiple-baseline across participants single-case design to assess the impact of an online data management application (the Individual Student Information System; ISIS- SWIS) on the fidelity and impact of individual student behavior support plans in typical school contexts. Three students with patterns of problem behavior and their supporting adults participated in the study. The research question examined if a functional relation exists between use of (a) performance self-assessment and (b) student impact assessment via ISIS-SWIS on the fidelity of behavior support plan implementation by adults and improvement in academic engagement and problem behavior by students. Results indicate the efficacy of ISIS-SWIS in improving treatment fidelity, decreasing student problem behavior, and increasing student academic engagement. Potential contributions of the study are discussed in terms of establishing efficient data systems for schools to use in monitoring staff and student behavior and using these data in a meaningful way that results in improved student outcomes and sustained behavior change.

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Arango, Lisa Lewis. "The utility of an integrated qualitative/quantitative data analytic strategy (IQ-DAS) to evaluate the impact of youth development interventions on positive qualitative change in the life course." FIU Digital Commons, 2003. http://digitalcommons.fiu.edu/etd/1294.

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This study reports one of the first controlled studies to examine the impact of a school based positive youth development program (Lerner, Fisher, & Weinberg, 2000) on promoting qualitative change in life course experiences as a positive intervention outcome. The study built on a recently proposed relational developmental methodological metanarrative (Overton, 1998) and advances in use of qualitative research methods (Denzin & Lincoln, 2000). The study investigated the use the Life Course Interview (Clausen, 1998) and an integrated qualitative and quantitative data analytic strategy (IQDAS) to provide empirical documentation of the impact the Changing Lives Program on qualitative change in positive identity in a multicultural population of troubled youth in an alternative public high school. The psychosocial life course intervention approach used in this study draws its developmental framework from both psychosocial developmental theory (Erikson, 1968) and life course theory (Elder, 1998) and its intervention strategies from the transformative pedagogy of Freire's (1983/1970). Using the 22 participants in the Intervention Condition and the 10 participants in the Control Condition, RMANOVAs found significantly more positive qualitative change in personal identity for program participants relative to the non-intervention control condition. In addition, the 2X2X2X3 mixed design RMANOVA in which Time (pre, post) was the repeated factor and Condition (Intervention versus Control), Gender, and Ethnicity the between group factors, also found significant interactions for the Time by Gender and Time by Ethnicity. Moreover, the directionality of the basic pattern of change was positive for participants of both genders and all three ethnic groups. The pattern of the moderation effects also indicated a marked tendency for participants in the intervention group to characterize their sense of self as more secure and less negative at the end of the their first semester in the intervention, that was stable across both genders and all three ethnicities. The basic differential pattern of an increase in the intervention condition of a positive characterization of sense of self relative to both pre test and relative to the directionality of the movement of the non-intervention controls, was stable across both genders and all three ethnic groups.

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Fraczek, Margo. "Perpetuating a Culture of White Behavior: The Experiences of Non-Native Speaking Hispanic Students in a PBIS School." Thesis, Boston College, 2010. http://hdl.handle.net/2345/bc-ir:104465.

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Thesis advisor: Elizabeth Twomey
This phenomenological study investigated the effects of a Positive Behavior Intervention and Support (PBIS) Program on non-native speaking Hispanic students in a public middle school. The purpose of the study is to discover whether the PBIS program alleviates, intensifies or does not change the degree of bias towards minority students currently in existence through traditional discipline models. It also intends to discover whether the experience of the Hispanic students is similar to the intent of the program as determined by the implementing staff. Finally, this study will investigate whether a program that explicitly teaches values reflects the white, middle class backgrounds of the staff and whether this is detrimental to the primarily minority student population at the school. An outside researcher who had previously spent time at the school site as a principal intern conducted this qualitative, phenomenological study. The researcher used the following data collection tools: individual semi-formal interviews, focus group discussions, observations, and document analysis. The research occurred over approximately six weeks. The study concluded that the values taught through PBIS were designed to bring the students into the teachers' world, a world considered superior to the students as well as universal. This indicated that the teachers held a deficit model of culture towards the students' culture. Another finding indicated a need on the part of the staff to be aware of the students' relationship with their family as they implement any discipline program, especially one that explicitly teaches values. Finally, the study found a need for teachers to build positive relationships with all students, especially those with disciplinary issues. It was through positive relationships with the students deemed "problems" by the school and their parents that the teachers were able to reduce problem behaviors
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Dissertations / Theses on the topic 'Positive behavior interventions'

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