School of Education


Doctor of Education in Curriculum & Instruction (EdD)


John Bartlett


PBIS, Achievement, Discipline, Disabilities, Social-Emotional-Behavioral Frameworks, Positive Behavior Interventions and Supports




With heightened accountability requirements, schools are under pressure to produce academic results while addressing behavioral challenges. The implementation of social-emotional-behavioral frameworks has improved behavioral outcomes in students, but the impact on academic outcomes has yet to be answered. The purpose of this study was to demonstrate that the full implementation of a social-emotional-behavioral framework produces the desired academic outcome results and growth on state-standards achievement tests in students with disabilities at the middle school level. Ninety-two Virginia middle schools formed the sample population. Three settings implemented a three-tier framework for one-two (MSA) years, three-four years (MSB), and five years plus (MSC) respectively. Reading Standards of Learning assessments were examined to evaluate the effect of the full implementation on student achievement. An ex post facto causal comparative design was utilized. Data was collected through the Virginia Department of Education’s publicly accessible database and exported into Statistical Package for the Social Sciences (SPSS). With 28 participant schools in MSA, 29 participant schools in MSB, and 35 participate schools in MSC, an ANOVA was utilized to analyze the ELA data. The study did find statistically significant differences between MSA and MSC in English language arts.

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