Dissertations / Theses: 'School Implementation of Behavior Supports'

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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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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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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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Rigby, Danielle Marie. "Treatment Integrity of Behavior Intervention Plans (BIPs) in Public School Settings." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8635.

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Behavior Intervention Plans (BIPs) are intended to guide educators’ efforts to help struggling students succeed in school by reducing the frequency of problem behavior and teaching appropriate, pro-social responses. The impact of a BIP, however, depends on the degree to which the plan is implemented with fidelity. In practice, there are many factors that prevent teachers and other practitioners from strictly adhering to the BIP including having multiple plans to follow, inexperience with the specified intervention(s), or particularly challenging behaviors in the classroom. The purpose of the study was to identify the factors that contribute to the treatment integrity of BIPs implemented by general educators. To accomplish this goal, we graded plans already developed and implemented using the Behavior Intervention Plan Quality Evaluator, Second edition. The BIP evaluations were then paired with survey responses from the practitioners charged with creating and completing the BIPs. A multiple regression analysis was used to predict treatment integrity (TI) outcomes based on BIP quality, in terms of development and features of the written plan, and the coaching or training received by the primary implementer and plan developer. The purpose of this study was to determine how the qualifications, training, and coaching of the professionals involved in a plan, as well as the development of the plan, and the quality of the BIP influence treatment integrity. Although coaching ended up being an excluded factor and only BIP quality was found to possess some relation to treatment integrity, the study concluded with interesting findings. Training, BIP Quality, and Treatment Integrity were found to possess predictive qualities for student outcomes. A total of 4 school districts in the state of Utah participated in the study and a total of 51 plans were evaluated and 32 survey responses were submitted. Individual BIP practices were assessed, and with more information on the factors that influence treatment integrity, educators will be better prepared to support these factors in their schools and provide better supports and develop higher quality behavior intervention plans as they are implemented with greater integrity.

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Rigby, Danielle Marie Green. "Treatment Integrity of Behavior Intervention Plans (BIPs) in Public School Settings." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/9050.

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Behavior Intervention Plans (BIPs) are intended to guide educators' efforts to help struggling students succeed in school by reducing the frequency of problem behavior and teaching appropriate, pro-social responses. The impact of a BIP, however, depends on the degree to which the plan is implemented with fidelity. In practice, there are many factors that prevent teachers and other practitioners from strictly adhering to the BIP including having multiple plans to follow, inexperience with the specified intervention(s), or particularly challenging behaviors in the classroom. The purpose of the study was to identify the factors that contribute to the treatment integrity of BIPs implemented by general educators. To accomplish this goal, we graded plans already developed and implemented using the Behavior Intervention Plan Quality Evaluator, Second edition. The BIP evaluations were then paired with survey responses from the practitioners charged with creating and completing the BIPs. A multiple regression analysis was used to predict treatment integrity (TI) outcomes based on BIP quality, in terms of development and features of the written plan, and the coaching or training received by the primary implementer and plan developer. The purpose of this study was to determine how the qualifications, training, and coaching of the professionals involved in a plan, as well as the development of the plan, and the quality of the BIP influence treatment integrity. Although coaching ended up being an excluded factor and only BIP quality was found to possess some relation to treatment integrity, the study concluded with interesting findings. Training, BIP Quality, and Treatment Integrity were found to possess predictive qualities for student outcomes. A total of 4 school districts in the state of Utah participated in the study and a total of 51 plans were evaluated and 32 survey responses were submitted. Individual BIP practices were assessed, and with more information on the factors that influence treatment integrity, educators will be better prepared to support these factors in their schools and provide better supports and develop higher quality behavior intervention plans as they are implemented with greater integrity.

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Rusk, Christina N. "Urban school challenges: Implementation and sustainability of positive behavioral interventions and supports." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/8.

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Educators are under increasing pressure to improve the climate and safety in urban schools. Unfortunately, schools have addressed school safety concerns by increasing exclusionary measures such as suspensions and expulsions. Knowing that exclusionary measures can have detrimental effects, state legislatures have called for more proactive strategies for positive student behavior and increased school climates. Positive Behavioral Interventions and Supports is a proactive, school-wide approach to discipline that shifts the focuses from punitive measure to teaching, promoting, and supporting positive behavior to all students (Suagai & Horner, 2006). As a result, PBIS has been linked to positive school climates and reductions in exclusionary measures. This mixed methods study examined the implementation efforts and barriers to sustained implementation of PBIS in three urban school districts in Northern California. A modified version of the School-Wide Evaluation Tool (SET) was sent to the school site administrators in the three urban school districts in Northern California that had participated in a four day PBIS training. A small return rate was yielded (n=17), therefore only summary data could be reported. School site administrators indicated that the following practices were in place: three to five positively stated rules, rules were posted throughout the campus, a PBIS team has been established, the administrator was an active participant on the team, and an acknowledgment system had been implemented. Discipline data was analyzed from pre-implementation in 2010-2011 and after implementation in 2014-2015 using Paired t-Tests. Results indicated that there was statistical significance for overall suspension, expulsion and truancy data of the three school districts. Wilcoxon signed ranks tests were also conducted on pre-implementation and implementation discipline data by ethnicity and types of discipline. No statistical significance was noted for ethnicity and discipline type, but reductions in the number of suspensions and expulsions for various ethnic groups (i.e. African-Americans, Hispanics, and Whites) and discipline types (i.e. violence, disruptive/defiance, and physical injury) were indicated pre-implementation and after implementation. Additionally, six school site administrators were interviewed to understand various barriers to sustained implementation of PBIS. Three themes emerged regarding sustained implementation which included staff buy-in, additional training, and competing priorities and initiatives.

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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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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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Blevins, Leia, and James J. Fox. "School-wide Positive Behavior Support: Successful Implemetation and Sustainability in Rural Schools." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/148.

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Harvey, Mark T. "Implementation of trans-situational behavior support systems in home and school environments : expanding the technology of generalization /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998035.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 163-175). Also available for download via the World Wide Web; free to University of Oregon users.

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LaFrance, Jason. "EXAMINATION OF THE FIDELITY OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT IMPLEMENTATION AND ITS RELATIONSHIP TO ACADEMIC AND BEHAVIO." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3064.

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The purpose of this quantitative research was to examine the level of implementation of School-wide Positive Behavior Support (SWPBS) in the State of Florida. The relationship between the fidelity of implementation of SWPBS as measured by the Benchmarks of Quality tool to academic and behavioral outcomes for middle and elementary schools was then analyzed. The academic outcomes for this study included FCAT Reading and Mathematics subtest scores. The behavioral outcomes were measured using the number of Office Discipline Referrals per 100 students and the number of days for Out of School Suspensions per 100 students. The literature review suggests that many outcomes have been associated with implementation of SWPBS. These include a reduction in ODRs and OSS days, increased academic achievement, increased instructional time, decreased administrative time addressing discipline, increased teacher satisfaction, improved peer relationships, and an increase in perceived school safety (Muscott, Mann,& LeBrun, 2008; Lassen, 2006; Landers, 2006; Lassen, Steele, & Sailor,2006; & Luiselli, Putnam, Handler, & Feinberg, 2005). The results of this study found that SWPBS is being implemented with fidelity in the majority of schools in one year and that these schools maintain or increase fidelity over time. Findings also suggest that there may be a relationship between greater implementation and lower ODR and OSS rates and to a lesser extent, academic outcomes. This research adds to the knowledge base regarding SWPBS implementation fidelity and its relationship to academic and behavioral outcomes and may be of use to policy makers, practitioners, and future researchers.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD

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Roe, Kylie Nicole. "Cultural Context of Positive Behavioral Intervention and Supports Implementation in a Belizean Private School." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1626707129441703.

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Bidwell, Sarah Louise. "A First Step Towards Understanding Positive Behavioral Interventions and Supports Implementation in Ohio." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1563967330373514.

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Schultz, Edward K. Bullock Lyndal M. "State and local level implementation of schoolwide positive behavior support an examination of the Texas Behavior Support Initiative (TBSI) /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3616.

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White, Bernadette D. "Implementation of Positive Behavior Intervention and Support at the High School Level." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10179994.

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With schools having an ever-increasing interest in reducing acts of violence and reducing the incidence of out-of-school suspension, new interventions are constantly being sought. How the program is implemented can play a significant role in program effectiveness. Durlak (1998) found that many evaluation methods did not consider the implementation process because they were done after the implementation of the program. Whether an evidence-based intervention would have a positive effect depended on closely following the details of the implementation process (Durlak, 1998). This study was motivated by four research questions: (a) Was the process used to implement Positive Behavior Intervention and Support at a suburban high school? (b) Were the seven components for Positive Behavior Intervention and Support program development identified by Colvin addressed? (c) What are the adaptations that need to be made to make Positive Behavior Intervention and Support appropriate for high school students? and (d) Do staff members feel Positive Behavior Intervention and Support is having an impact on discipline at the high school level? The purpose of the study was to (a) Document how Positive Behavior Intervention and Support was implemented in a suburban high school, (b) Explore unique challenges at the high school and how the challenges are met, (c) Document the impact on discipline, school culture, teacher perception and (d) Determine if staff members feel Positive Behavior Intervention and Support is having an impact on discipline. The qualitative method is employed to explore the research questions. Staff members at the suburban high school in the study completed an 18-question survey using an online survey tool. Data were also gathered with six staff members who volunteered to participate in the face-to-face interviews. The online survey tool Survey Monkey was used to gather the data. The findings from the 18 survey questions supported the responses that provided the evidence that implementation processes were followed. The face-to-face interviews allowed the interviewees to share their personal perspectives. The themes that surfaced from the survey questions and the face-to-face interviews were similar. The importance of staff buy-in was a frequent theme that is repeated in the surveys and the interviews. Communication was another common theme. The study highlighted recommendations such as the importance of student involvement at the high school level and student participation of the leadership team for any new initiative that is being implements. Understanding the factors that can influence successful implementation was one of the most important findings of the study.

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Letcher-Boeve, Debra Dennet. "Positive Behavior Intervention and Supports (PBIS) and School Culture| A Mixed Method Study on the Effects of Implementation of PBIS in an Urban K-8 School." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10601909.

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School culture develops as staff members interact with each other, the students, and the community. It becomes the guide for behavior shared among members of the school at large. School culture is a self-repeating cycle; culture is shaped by the interactions of the personnel, and the actions of the personnel become directed by culture (Hinde, 2004). The culture of a school can be a positive influence on student learning or it can inhibit the functioning of the school. Stakeholders in any environment prefer to be in a situation that is appealing and welcoming. When students attend school, the expectation is that it is a place where they like to be, a place that offers support and encouragement, and a place where physical comfort levels are optimal (MacNeil, Prater, & Busch, 2009). Research indicates school culture plays a significant role in educational reform efforts (Gruenert & Whitaker, 2015).

This study investigated how perceptions of teachers, support staff, and administrators affect school culture and academic achievement, and aimed to define how Social-Emotional Learning (SEL) impacts school culture. The data collected and the statistical tests performed included Correlations, a Mann-Whitney Test, and a One-way Analysis of Variance (ANOVA). The SCS-FF Open-ended responses were coded and synthesized, and interviews with six certificated employees were coded and categorized into nine themes divided into four meta-codes. Lack of implementation with fidelity and consistent progress monitoring of the PBIS program suggests that there is a lack of cohesiveness shared among staff members at XYZ K-8 School. Consistent expectations for all stakeholders, set forth by administration, emerged as imperative to program success and a positive school culture.

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Chitiyo, Jonathan. "PREDICTORS OF THE SUSTAINED IMPLEMENTATION OF THE SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTION SUPPORT MODEL." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1268.

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The School-wide Positive Behavior Intervention Support model (SWPBIS) continues to gain widespread use across schools in the U.S. and abroad. However, despite its widespread use across schools and the large body of research demonstrating its utility, little research has examined the implementation process to see what factors contribute or inhibit its successful implementation. Informed by Rogers’ diffusion theory, this study examined factors that may influence the sustained implementation of the SWPBIS. These factors are relative advantage, compatibility, complexity, trialibility, and observability. Results of this study indicated that the relative advantage and observability of SWPBIS may explain school personnel’s willingness to continue with its implementation. These results led to some important implications for practitioners involved in the implementation of the SWPBIS. Limitations and recommendations for future research are also provided.

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Reyes, Sofia. "Implementation of the Prevent-Teach-Reinforce Model within Multi-tiered Systems of Support for Elementary School Students with Problem Behavior." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7906.

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This study evaluated the implementation of the school-based Prevent-Teach-Reinforce (PTR) model within multi-tiered systems of support (MTSS) for elementary school students engaging in high levels of problem behavior. Three students and their classroom teachers in two public schools participated in the team-based PTR process during which they engaged in teaming and goal setting, functional behavior assessment, intervention, and evaluation. A multiple baseline across participants design was used to evaluate the impact of using the PTR model on student problem and replacement behaviors. Direct and indirect observations of student behaviors were conducted across target and generalization academic time periods. Findings indicate that the PTR intervention effectively reduced problem behavior and increased replacement behavior for all three participating students in both target and generalization academic time periods. Social validity assessments with the participating teachers and students indicated high levels of acceptability of and satisfaction with the PTR intervention goals, procedures, and outcomes. Implications for using the PTR model within MTSS for students who are not responding to Tier 2 interventions are discussed.

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Mathews, Susanna. "The role of school personnel perceptions in predicting sustained implementation of school-wide positive behavior support." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/37011.

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The current study explored the extent to which implementation of critical features of School-wide Positive Behavior Support (SWPBS) predicted sustained implementation three years later. The respondents included school personnel from 261 schools across the United States who had been implementing SWPBS for at least three years. The PBIS Self-Assessment Survey (PBIS SAS) was administered to assess whether self-reported ratings of school personnel regarding fidelity of implementation in different SWPBS settings (school-wide, non-classroom, classroom, individual) predicted the fidelity of SWPBS practices in schools through an independent evaluation using the Benchmarks of Quality (BoQ) measure. Regression analyses indicated that self-reported fidelity of implementation of Classrooms Systems significantly predicted sustained implementation. Within Classroom Systems, regular acknowledgement of expected behaviors, matching instruction and curriculum materials to student ability, and access to additional support were the strongest predictors of sustained implementation. Results are discussed in terms of critical factors for focusing SWPBS training and professional development to increase the likelihood of sustained implementation.

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Blevins, Leia, and James J. Fox. "Primary Level-School-Wide Positive Behavior Support: Two Examples of Successful Implementation and Sustainability in Rural Schools." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/150.

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Schultz, Edward K. "State and local level implementation of schoolwide positive behavior support: An examination of the Texas Behavior Support Initiative (TBSI)." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3616/.

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This study examined the current status of schoolwide positive behavior support efforts in Texas. The study specifically (a) examined the impact of statewide positive behavior interventions and supports (PBIS) training on the rates of discipline records, in-school ¬suspensions, out-¬of¬-school suspensions, disciplinary alternative education placements, and expulsions of public schools in Texas; (b) investigated the overall effectiveness of schoolwide positive behavior support; and (c) determined the differences between rates of discipline records, in-school ¬suspensions, out-¬of¬-school suspensions, disciplinary alternative education placements, and expulsions in schools participating in the Texas Behavior Support Initiative (TBSI): Schoolwide PBS Project when compared with matching schools who did not participate in the project. This study demonstrated that schools can significantly reduce problem behavior in their schools when implementing PBIS with fidelity. Creating effective systems of PBIS required training, coaching, and on¬site technical assistance by trained and experienced PBIS facilitators.

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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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Kittelman, Angus. "Examining the Effects of Systems Barriers and Implementation Strategies on School-wide Positive Behavioral Interventions and Supports Tier 1 Implementation Fidelity Over Time." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24197.

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It is common for evidence-based practices in schools to be implemented and discontinued before practitioners reach adequate implementing fidelity or achieved meaning educational outcomes. A number of systems barriers have been found to inhibit the successful implementation of evidence-based practices in service organizations. There are also a number of implementation strategies (e.g., Training, Coaching) found to facilitate the successful transfer of evidence-based practices into these service organizations. However, the extent to which these systems barriers and implementation strategies affect the fidelity that evidence-based practices are implemented in educational strategies is understudied. The purpose of this longitudinal study was to examine the associations between Administrator Turnover, implementation strategies, and Tier 1 Implementation Fidelity using a sample of 563 schools implementing School-Wide Positive Behavioral Interventions and Supports (SWPBIS). In addition, this study also examined whether implementation strategies buffer the negative influences of Administrator Turnover on Tier 1 implementation over time. Results of this study indicated that implementation strategies were significantly and positively related to Tier 1 implementation fidelity; however, Administrator Turnover was not found to be significantly associated with SWPBIS Tier 1 Implementation Fidelity. Implication of these findings, limitations, and suggestions for future research are discussed.

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LaFrance, Jason A. "Examination of the fidelity of school-wide positive behavior support implementation and its relationship to academic and behavioral outcomes in Florida." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002713.

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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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Dunbar, Michael Nathan. "Identifying Critical Incidents That Helped or Hindered the Sustainment of Positive Behavior Interventions and Supports in Schools (PBIS) with Five Years or more of Implementation in One School Division." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/98787.

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Identifying Critical Incidents That Helped or Hindered the Sustainment of Positive Behavior Interventions and Supports in Schools (PBIS) with Five Years or more of Implementation in One School Division Michael N. Dunbar Abstract The purpose of this qualitative study was to identify critical incidents that helped or hindered the sustainment of Positive Behavior Interventions and Supports (PBIS) in schools with five years or more of implementation in one school division. This study highlighted information related to PBIS because of its comprehensive approach to school discipline. The research sought to answer the following questions: 1. What critical incidents do building-based leadership team members indicate have helped the sustainment of PBIS? 2. What critical incidents do building-based leadership team members indicate have hindered the sustainment of PBIS? Participants of this study included one representative from five different building-based PBIS leadership teams from a school division in the Commonwealth of Virginia. Data were collected and analyzed to determine the building-based PBIS leadership team member's perception of what constituted the sustainment of PBIS, connection between a school's Tiered Fidelity Inventory score and sustainment, key components of implementing PBIS with fidelity, importance of implementing PBIS with fidelity, most challenging sustainable elements of fidelity, and least challenging sustainable elements of PBIS. This research will further contribute to the existing body of literature through a thorough description of critical incidents that have helped or hindered the sustainment of PBIS. Matthews, McIntosh, Frank, and May (2013) stated fidelity is the degree to which a new initiative is delivered as intended in order for PBIS to be sustained. The research identified a need for establishing a stronger understanding of core components of fidelity, establishment of a leadership team, staff buy-in, data driven decisions, and building capacity. Participants also indicated the essentialness of consistency in establishing and utilizing school-wide expectations. Leadership team members emphasized the importance of administrative support from initial stages of implementation through sustainment. In addition, the study found resources to be a vital component to the reward system of PBIS. Participants discussed struggles they endured without proper resources. Ongoing training was also designated as a critical component of sustaining PBIS. Participants similarly indicated the consistent use of data was essential to setting goals and action planning.
Doctor of Education
Identifying Critical Incidents That Helped or Hindered the Sustainment of Positive Behavior Interventions and Supports in Schools (PBIS) with Five Years or more of Implementation in One School Division Michael N. Dunbar General Abstract The purpose of this qualitative study was to identify critical incidents that helped or hindered the sustainment of Positive Behavior Interventions and Supports (PBIS) in schools with five years or more of implementation in one school division. For purposes of this study, critical incidents are those key factors – both positive or negative – that impact the sustainment of PBIS. Educators often times adopt new practices that fail because the root of the concerns were never identified and addressed. PBIS' comprehensive approach to behavior adds value to the school climate, however, there is not much research about sustaining PBIS. The researcher sought to identify these incidents as a means of helping educators sustain PBIS beyond a five-year period. The data from this study could be used to develop guidelines for sustaining PBIS. The researcher interviewed one building-based leadership team member from five different schools to gain an understanding of what constituted sustaining PBIS, key components of fidelity, purpose of the Tiered Fidelity Inventory (TFI) score, and challenges of implementing PBIS with fidelity. This study sought to answer the following research questions: 1. What critical incidents do building-based leadership team members indicate have helped the sustainment of PBIS? 2. What critical incidents do building-based leadership team members indicate have hindered the sustainment of PBIS? Participants of this study included one representative from five different building-based PBIS leadership teams from a school division in the Commonwealth of Virginia. Data were collected and analyzed to determine building-based PBIS leadership team members' perception of what constituted the sustainment of PBIS, connection between a school's TFI score and sustainment, key components of implementing PBIS with fidelity, importance of implementing PBIS with fidelity, most challenging sustainable elements of fidelity, and least challenging sustainable elements of PBIS. The TFI is an assessment tool used to determine the level of fidelity school personnel are applying the core features of PBIS (VTSS, 2018). This research will further contribute to the existing body of literature through a thorough description of critical incidents that have helped or hindered the sustainment of PBIS. Matthews et al. (2013) stated fidelity is the degree to which a new initiative is delivered as intended in order for PBIS to be sustained. This research found a stronger understanding of core components of fidelity needed to be established. Participants also indicated the essentialness of consistency in establishing and utilizing school-wide expectations. Leadership team members emphasized the importance of administrative support from initial stages of implementation through sustainment. In addition, this study found resources to be a vital component to the reward system of PBIS. Participants discussed struggles they endured without proper resources. Continuous training was also designated as critical component of sustaining PBIS. Participants similarly indicated consistent use of data was essential to setting goals and action planning. These identified critical incidents could be used to create guidelines to help educators sustain PBIS beyond a five-year period.

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Sooter, Isaac William. "The Relationship between School-Wide Positive Behavior Support Implementation and Office Discipline Referrals at the Secondary Level." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645325.

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School Wide Positive Behavior Support (SW-PBS) is a current framework for schools to model their discipline strategies. SW-PBS has a framework built on identifying behaviors and predictors of their occurrence, routines to correct and prevent these problems, and implementation of these routines school wide to collect information to evaluate these strategies. Office discipline referrals were reviewed in the secondary school of Rural District 10 in Missouri from 2004-2013 to determine the significance between implementation of SW-PBS and the number of office discipline referrals. School climate was also studied in Rural District 10 as well as other secondary schools around the state of Missouri. A survey was sent to students, teachers and administrators from Rural District 10 and teachers and administrators from other districts around the state that have implemented SW-PBS for at least two years. The data revealed no statistically significance difference between the number of office discipline referrals before and during implementation of SW-PBS in Rural District 10. Based on the perceptions from the questions on the survey, teachers and administrators in Rural District 10 felt as though the climate and culture of the building overall was better compared to the perceptions of students in Rural District 10. Comparing Rural District 10 to other districts, Rural District 10 teachers and administrators felt as though the climate and culture of their secondary school was better, overall, as compared to other districts around the state of Missouri that have implemented SW-PBS for at least two years.

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Rudd, Amanda Lee. "Implementation of the Bully Prevention in Positive Behavior Support (BP-PBS) Program in an Urban Elementary School." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6139.

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The purpose of the study was to further examine the potential efficacy of the Bully Prevention in Positive Behavior Support (BP-PBS) program in addressing bullying in an urban public elementary school with a large and diverse student population, implementing school-wide positive behavior support with relatively low fidelity. Specifically, the study examined the extent to which BP-PBS could decrease target students’ bullying behavior across settings and increase appropriate active response to bullying of students being bullied. Changes in the students’ perceptions and attitudes on school safety were also examined. This study involved a multiple probe design across participants targeting multiple settings for six students (three bullies and three victims) to assess the impact of the BP-PBS intervention and to examine its generalization effects to a non-targeted setting. The results indicated that the BP-PBS intervention was effective in reducing the target students’ bullying maintained by peer and adult attention and increasing active response to bullying. The intervention also increased positive perceptions and attitudes on school safety in students being bullied and the bullies. Changes in student bullying and appropriate and inappropriate responses to bullying were generalized to non-training settings and remained at intervention levels for all participants. Social validity surveys indicated high acceptability of the BP-PBS intervention by teachers.

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Miller, Cindy Bullock Lyndal M. "The effects of positive behavioral supports in schools since the implementation of the Individuals With Disabilities Education Act of 1997 based on 2001 SLIIDEA data." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11021.

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Martinez, Stephanie Angelique. "School-Wide PBS: The Link Between Action Planning and Outcomes." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3235.

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Most school based initiatives are not implemented long-term and do not reach sustainability (McDermott, 2000; Mirel, 1994; Rice & Malen, 2003). Schools are implementing School-Wide Positive Behavior Support (SWPBS) as an initiative to target social emotional development and behavior. Schools that have implemented SWPBS have experienced decreases in rate of Office Discipline Referrals (ODR), In-School Suspension (ISS) and Out-of-School Suspension (OSS) (e.g. Bohanon et al., 2006; Childs et al., 2009; Lassen et al., 2006). Research has also shown that schools that implement with a higher degree of fidelity have better outcomes (Childs et al., 2009; Florida's Positive Behavior Support Project, 2009). However, it is not known what mediating factor(s) assist with schools with implementation of Tier 1 PBS at a higher degree of fidelity. This study examined action plans that schools developed during their initial training of Tier 1 PBS, to determine if the action plans are one of the possible mediating factor(s). There are differences between the quality of action plans developed by schools implementing with a higher degree of fidelity compared to schools implementing with a lower degree of fidelity. Based on a path analysis, the action plans are not a mediating factor between fidelity of implementation and student outcomes (i.e. office discipline referrals, In-School Suspension, and Out-of-School Suspension).

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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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Miller, Cindy. "The Effects of Positive Behavioral Supports in Schools since the Implementation of the Individuals with Disabilities Education Act of 1997 based on 2001 SLIIDEA Data." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11021/.

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Congress in 1997 recognized that there were some issues and concerns that had emerged surrounding the Individuals with Disabilities Education Act (IDEA) and sought to address these issues and concerns by mandating a national evaluation on the implementation and progress toward improving outcomes for students with disabilities. The Study of the State and Local Implementation of the Individuals with Disabilities Education Act was designed to address how the amendments of IDEA were being implemented by states, school districts, and schools. This mixed methods study examined the first year of data collected from the six-year Study of the State and Local Implementation of IDEA (SLIIDEA) and analyzing 20 case studies that used interviews of special education personnel and principals, conducted at the local school level. Data from the national survey were examined in light of findings from the case studies. The case studies brought out the varying opinions on implementation success at the local level. Further case studies for each year of the study would be helpful in determining the level of implementation locally and the significant insights of local school personnel on whether these initiatives have worked.

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Sage, Jenna Nicole. "It Takes More Than a Whistle: Perceived Characteristics of Effective School Based Coaches." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3326.

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School districts across the United States are moving toward tiered models of service delivery such as Positive Behavior Support (PBS) and Response to Intervention (RtI). A common practice in providing support for those initiatives is to develop leadership teams who are facilitated by an education-based coach. With a recent surge in hiring and transitioning of education-based coaches who support PBS and RtI it is increasingly important to understand the perceived characteristics of those coaches who are most effective at providing the social and academic outcomes associated with tiered models of service delivery. This dissertation will use a case study methodology and mixed method analysis to examine the perceived characteristics of effective coaches and the organizations that best support effective coaches.

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Noltemeyer, Amity L. "An Examination of the Relationship Between Integrated Systems Model Implementation and Student Outcomes." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1248282287.

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Snead, Emily. "Describing High School Readiness; Implementing School-Wide Positive Behavior Supports." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2914.

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This study sought to measure the current status and priorities of high school staff around effective behavior supports. The school district studied includes nine comprehensive high schools and one alternative education site. The use of effective behavior supports in the areas of school-wide supports, classroom supports, non-instructional supports, and individual student supports are the foundations for school-wide positive behavior supports, SWPBS, a tiered system of interventions designed to address the behavioral needs of all students within a school building. The study was designed as a mixed methods investigation. An online survey was created from the Effective Behavior Supports, Self-Assessment Scale, EBSSAS, which was administered to a random sample of teachers, school administrators and school counselors. Ten high school principals also participated in direct interviews. The study found that school-wide, classroom and non-instructional supports are partially in place across the district, while individual student supports are rated as not in place. School-wide, classroom and non-instructional supports status varied from correlating priorities in statistically significant ways, with the schools systemically reporting these areas as low priority for improvement. However, in the area of individual student supports, there was no statistical difference between the status and priority rating (not in place, and low, respectively), indicating less confidence in those types of behavioral supports district wide. Implications of these findings include a need for systematic address of individual student support structures, and the usefulness of developing a district-wide manner of coordinating of individual school efforts to meet the needs of students with habitual problem behaviors. Through a district wide support structure, each school should use the data gleaned from the survey responses to develop their own tiered system of support for addressing students with more significant behavioral needs, through means other than suspension.

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Dion, Lisa A. "The Relationship of School-Wide Positive Behavior Supports to School Climate and Student Behavior." Thesis, Johnson & Wales University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10103480.

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“Since the 1970s, one of the hallmarks of reforms of junior high and middle schools has been the recognition of social ‘needs’ of young teens and the ways in which schools have failed to serve them” (Juvonen, p. 197, 2007). If school climate is left to fail, adolescents are at a risk for developing mental health problems, anxiety, antisocial behaviors, and depression (Shortt, Alison, & Spence, 2006). Unless discipline issues are at a minimum, instruction will be interrupted and teaching time will be lost (McIntosh, Bohanon & Goodman, 2011).

The following research questions are a few of the questions that guided this study: 1. What are the students’ perceptions of school climate at the end of the school 2014 year? 2. What are the differences in the number of Office Disciplinary Reports (ODRs) from pre-implementation of the SWPBS in 2009 to post-implementation of the SWPBS in 2014 by grade level and gender?

This study employed a causal-comparative research design utilizing ex post facto data collected from ODRs and a School Climate Survey to determine feasibility and worthiness of a School-Wide Positive Behavior Supports (SWPBS). The students in this study (N=487) were from a small suburban middle school located in the Northeast.

Analyses of students’ perceptions of school climate were negative in the following three dimensions: Order and Discipline=41%, Student-Interpersonal Relations=49% and Student-Teacher Relations =78%. An analysis of ANOVAs revealed significant differences between grade levels 5 to 8 (p=<.001). Findings for Office Disciplinary Reports (ODRs) at the end of a five-year implementation of a SWPBS system reported significant percent decreases ranging from 54% at pre-implementation of the SWPBS to 90% at post-implementation in grade levels 5 to 8.

Educational leaders can utilize the findings from this study to guide their instructional practice on building Student-Teacher Relations and implement the use of a School-Wide Positive Behavior Support (SWPBS) system, to help address the social emotional needs of students and minimize student behavioral problems to effect time spent on learning and the success of student learning in the classroom.

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Sparks-Hopkins, Toni. "Implementation and Sustainability of Positive Behavior Support in Elementary Schools." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194818.

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Positive Behavior Support (PBS) is a school-wide discipline program designed to increase appropriate social behavior of students and create safe teaching and learning environments. A number of studies provide data demonstrating PBS is an evidence-based practice. It is not clear, however, why PBS is successfully implemented and sustained over time in some schools and not in others. The purpose of this study was to investigate what factors led to the successful implementation of PBS three years post training in elementary schools.Rogers' (2003) Theory of Diffusion of Innovations was applied to view the impact of the characteristics and types of communication networks on diffusion. The components of the implementation process specifically examined were: a) levels of implementation of the features, b) school personnel's perceptions of the characteristics of PBS, and c) types of communication networks. A mixed-methods approach was used. A four-step selection process was developed to categorize 16 southwestern public elementary schools into high and low implementer groups. Two demographically similar schools were chosen from each implementation group for case-studies. Interviews, surveys, school and classroom observations, and reviews of archival records were conducted.This study found whether or not PBS was successfully implemented and sustained was primarily a "systems" issue:a) High implementer schools implemented each feature of PBS while low implementers sustained only some features.b) Rogers' (2003) characteristics of an innovation included: relative advantage, compatibility, observability, trialability, and re-invention. Rogers claimed these characteristics affected rate of adoption. High implementer schools found PBS possessed these characteristics. Low implementer schools expressed conflict with these characteristics impacting the overall implementation and sustainability of PBS.c) The types of communication networks at schools affected the overall diffusion of PBS. High implementer school personnel engaged in diverse forms of communication while low implementer personnel engaged in insular forms of communication stifling the implementation process.Additional findings provided insight into the components needed for successful PBS development including: a) management through site-based steering mechanisms,b) considerations for initial training and continuing professional development, and c) oversight of PBS by the principal.

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Pinkney, Christopher, and Christopher Pinkney. "The Student-Guided Supports Curriculum." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12548.

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This study sought to evaluate the effect of participation in the Student-Guided Supports (SGS) curriculum on student behavior. The SGS curriculum was designed to teach students a set of simple behaviors to prompt and reinforce supportive teacher behavior. Student use of the SGS behaviors was hypothesized to initiate a constructive cycle of student-teacher interactions that increase teacher display of supportive behaviors and student display of SGS behaviors and academic engagement. Results of the study provided evidence of a functional relation between participation in the SGS curriculum and increased student use of requests for teacher feedback. They also provided evidence of a functional relation between student requests for feedback and teacher provision of feedback. While this study did not provide evidence of the establishment of constructive cycles of support it did offer the following: a) high school teachers typically engaged in low levels of the identified support behaviors, and b) students were able to reliably elicit these supportive behaviors by engaging in relatively simple prompting behaviors. Potential implications of the results and future research are discussed.

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Murdock, Daniel P. "School-wide behavioral support a theory-based program implementation study of positive behavioral interventions and support /." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1196103714.

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Thesis (Dr. of Education)--University of Cincinnati, 2007.
Advisor: D. Michael Malone. Title from electronic thesis title page (viewed Feb. 18, 2008). Includes abstract. Keywords: Positive Behavioral Interventions and Support; Theory-Driven Evaluation; School-wide Behavioral Support. Includes bibliographical references.

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MURDOCK, DANIEL P. SR. "SCHOOL-WIDE BEHAVIORAL SUPPORT: A THEORY-BASED PROGRAM IMPLEMENTATION STUDY OF POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196103714.

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Fauver, Kristine Siesel. "Perspectives and Practices of Ohio School Leaders Using School-wide Positive Behavior Supports." Connect to full text in OhioLINK ETD Center, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1216604240.

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Dissertation (Ed.D.)--University of Toledo, 2008.
Typescript. "Submitted as partial fulfillment of the requirements for The Education Doctorate Degree in Educational Administration and Supervision." Bibliography: leaves 156-169.

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Guthals, Jennifer. "The relationship between positive behavior supports, student achievement, severe problem behavior, and administrative stress." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-06042009-123515.

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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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Doolittle, Jennifer. "The sustainability of positive behavior supports in the schools /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1232418311&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 195-209). Also available for download via the World Wide Web; free to University of Oregon users.

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DeLucia, Jodi M. "Barriers and Supports to Implementation of Principal Leadership for School Change." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/960.

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Practices for supporting school change have not been implemented consistently in K-12 schools in the United States. Researchers have not studied the needs of K-12 principals who fail to implement these practices, and barriers or supports to implementation have not been identified. The purpose of this sequential explanatory mixed methodology study was to understand K-12 principals' perceptions of the supports and barriers related to their abilities to implement the practices of challenging the process, inspiring a shared vision, enabling others to act, modeling the way, and encouraging the heart. Seven public school principals and 29 teachers in their schools completed Kouzes and Posner's Leadership Practices Inventory and indicated that the principals implemented all of the practices to some degree. Reflective journals and individual interviews helped discern the principals' perceptions of the supports and barriers to implementation of the practices. Analysis using a combination of a priori and open coding showed that internal variables, such as relationships, and external variables, such as central office support, influenced the implementation of leadership practices. The ability to foster relationships was a top support to inspiring a shared vision while a lack of central office support was a barrier. Relationships and culture were the top two supports for challenging the process, and lack of central office support was a top barrier. Implications for positive social change include improving preparation programs for school leaders, enhancing professional development programs for working principals, and informing school reform. School culture, educational beliefs, and practices can be changed if supported by solid leadership, and ways to increase the capacity of principals were identified in this study.

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Gibson, Kyle. "Teachers' Perceptions of School Training on Positive Behavior Supports for Behavior Intervention and Discipline." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5865.

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School staff was concerned that disruptive student behaviors at an urban, middle school in central Ohio had continued even with positive behavior interventions and supports (PBIS) implementation and professional development (PD) for more than 4 years. The purpose of this study was to explore teachers' perspectives of school training on the implementation of the PBIS system. Skinner's reinforcement theory and Bandura's social learning theory served as the conceptual frameworks for this study. Specifically, this study explored the training of teachers using the PBIS framework in diminishing students' negative behaviors. This study used triangulated data from interviews, observations, and document analysis. Of the 13 study participants, 7 participated in both interviews and observations. The remaining 6 participants were split evenly with 3 participating in the interviews and 3 in the observations for a total of 10 participants in each data source. The findings revealed the following: PBIS was not given full administrative support; PBIS did not have full funding for an effective implementation, and embedded continuous professional development was added to the PBIS program for all staff. Based on 1 of the findings, quarterly professional development programs led by the school leader were developed to address the inconsistent implementation of PBIS and the ongoing professional development that was needed. Effectively implementing PBIS should increase positive behaviors of students. As such, there are implications for social change in the quality of the school environment; change in school rating that results in more attractive neighborhoods; and increase academic achievement due to more instructional time on task.

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McGinnis, Ashely Bryce. "Exploring the Effectiveness of School-Wide Positive Behavior Supports in the Elementary School Setting." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/146.

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School-Wide Positive Behavior Supports (SWPBS) is a heavily promoted area that focuses on promoting pro-social behavior and preventing misbehavior. Many schools are moving towards SWPBS as the universal level of support for behavior. With Response to Intervention (RtI) being at the forefront of educational reform, this type of universal support is strongly recommended for academic needs, as well as behavioral needs. Data were collected from 25 schools in the West Region of Kentucky that collaborate with the Kentucky Center of Instructional Discipline (KYCID). A series of t-tests were completed in order to examine the relationship between Office Discipline Referrals (ODRs), Benchmark of Qualities (BoQ) scores, and the number of years a school had implemented SWPBS. Location of the ODRs as well as behaviors that led to ODRs were also examined. The findings of this study indicate that the longer a school has implemented SWPBS, the fewer ODRs it has during a school year. Also, BoQ’s were positively impacted the longer SWPBS was in place at a school. Regarding problem behavior, it was found that ODRs came primarily from a classroom environment as opposed to common areas (bathroom, hallway, cafeteria, and playground). A descriptive analysis was completed on the types of ODRs most commonly found in classroom settings, and it was discovered that the top three reasons for ODRs were defiance, fighting, and disruptive behavior. These findings can be used to guide schools on school-wide expectations and classroom management practices, as well as to affirm the continued implementation of SWPBS from year to year.

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Landers, Eric Johnathan. "Examination of the impact of school-wide positive behavior supports on middle school teachers." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015280.

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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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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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Dissertations / Theses on the topic 'School Implementation of Behavior Supports'

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