School of Education


Doctor of Philosophy in Education (PhD)


Constance Pearson


PBIS, fidelity, intervention, student growth, behavior, academic performance, engagement




The purpose of this qualitative case study was to understand the lived experiences of elementary teachers related to PBIS in an elementary school in a mid-Atlantic state. More specifically, this study examined the lived experiences of elementary school teachers related to a reward system for improving academic achievement and student behavior. The theory guiding this study was Bandura’s theory on social learning as the theory assists in understanding the problem of poor behavior and poor academic performance among students as well as providing insights on intervention tools for improving students’ behavior and academic performances. The research wass qualitative and utilized a case-study methodology. This case study had a sample of 10 teachers from one elementary school in Maryland. The data collection was from individual interviews of participants, review of documents, and a focus group from one purposefully- selected elementary school. All data were organized using a descriptive framework approach. The organized information was coded using The Coding Manual for Qualitative Researchers. All data is thematically analyzed. The results from the study were that the use of the PBIS framework in an elementary school improved student behavior and academic outcome. It was determined from the findings that the use of PBIS had positive influence on school climate. The findings from the study will add to the literature on the use of the PBIS approach to improve behavior and academic performance.

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