The Effects of Positive Behavioral Interventions and Supports on Students Behavior in Grade Five

• Main Author: Hill, Naomi O
• Format: Dissertation
• Language: English
• Published: ProQuest LLC 2011; ProQuest Dissertations & Theses
• Subjects: Academic Achievement; Behavior Modification; Behavior Problems; Behavioral psychology; Data Analysis; Educational Change; Educational Environment; Educational Facilities Improvement; Educational leadership; Educational Legislation; Elementary School Students; Federal Legislation; Fidelity; Grade 5; Grade 6; Individualized Education Programs; Intervention; Maryland; No Child Left Behind Act 2001-US; Positive Behavior Supports; Positive Reinforcement; Preschool Teachers; Principals; Program Effectiveness; Program Evaluation; Public Schools; Referrals; Research Methodology; Sampling; School counseling; School Districts; Special Needs Students; Student Behavior; Suspension; Teaching Methods; Urban Schools; Young Children; Maryland
• ISBN: 1124818561; 9781124818566

The alarming rise of office referrals, suspensions, and expulsions among students in public schools, have been a major concern for stakeholders in learning communities throughout the country. The Individuals with Disabilities Act (2001) and The No Child Left Behind Act (2001) mandated state and local educational agencies to implement scientific research strategies and interventions to better manage students exhibiting disorderly and disruptive behaviors in school. The purpose of this study is to examine the effects of school-wide Positive Behavioral and Intervention Supports (PBIS) on student's behavior in grade five in a large school district in Maryland. A random sampling of five PBIS schools participated in this program evaluation study. A mixed methods methodology using quantitative and qualitative methods was used to capture a triangulation of data from school principals and fifth grade teachers. Outcomes of the study revealed no significant increase in office referrals in the five schools, but increases in the rate of short-term suspensions in the year following implementation in 2009-2010. Differences in the rates showed rate increases for two schools following PBIS implementation in 2009-2010, and a negligible decrease in rates for the other schools. One school reported a suspension rate increase that was significantly larger than the rate reported prior to implementation in 2007-2008. One plausible explanation for more suspensions may have been the increased focus on collecting data during 2008-2009 and after PBIS 2009-2010 implementation in that one school. Finally, data collected suggested that fighting was significantly more likely to result in office referrals and behavior problems were more likely to occur in non-classroom settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]