John PowerFollow

Date

10-2012

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Nathan Putney

Primary Subject Area

Education, General; Education, Secondary; Education, Sociology of; Education, Educational Psychology; Education, Administration

Keywords

Discipline, Positive Behavior Interventions and Supports, Positive Reinforcement, Student Management

Disciplines

Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Psychology | Social and Philosophical Foundations of Education

Abstract

The purpose of this quantitative study was to examine the effect that implementing School-wide Positive Behavior Interventions and Supports (SWPBIS) had on student misbehavior as determined by Office Discipline Referrals, chronic student misbehavior, In School and Out of School Suspensions assignments, and student tardy referrals in a large urban high school. School-wide Positive Behavior Interventions and Supports is a systematic, proactive, preventive, research-based approach that has shown to reduce student misbehavior when implemented with fidelity. The study focused on the Primary Prevention Tier of SWPBIS to prevent and reduce student misbehavior. The study attempted to answer the question is School-wide Positive Behavior Interventions and Supports an effective model to significantly decrease the number of office discipline referrals, In School and Out of School Suspensions assignments, and student tardy referrals. The results from the study showed SWPBIS significantly reduced ODRs, ODRs of students that exhibited chronic student misbehavior, and student tardy referrals in the targeted large urban high school; however, the effect size was small.

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