The Positive Behavioral Intervention and Support, or PBIS, represented the new trend in dealing with problem behavior in educational settings. The concepts of Gender and Age intertwined with many social, ethnic, and cultural attributes, which affected students’ behaviors in group settings such as school. The resolve of this study resided in the investigation of the effects of gender and age (grade level) on the effectiveness of a PBIS program. In addition, the study reviewed the relative quality of validity among the components used in the PBIS program. The data used in this study originated from a PBIS program implemented at a Suburban Middle School located in the Midwest of the United States. The components of the PBIS program implemented included Safety, Openness to Diversity, Academic Achievement, and Respect (to Self and to Others). The study examined each component based on its activities. Each component involved specific activities, which promoted, encouraged, and sustained the success of its related component. The findings of the study included three categories. Among these categories gender effect on the components, age effect on the components, and differences in quality of validity among the components represented the targets of the investigation.
The findings of this study revealed no gender effect on Safety, openness to diversity, and respect (to self and to others). However, the study showed a gender effect on academic achievement for the seventh graders while revealing no gender effect academically for sixth and eighth graders. In addition, the study demonstrated no age effect on safety and respect (to self and to others). While the study revealed no age effect on openness to diversity among seventh and eighth graders, it showed an age effect on openness to diversity for the sixth graders. Furthermore, the study findings suggested an age effect on academic achievement among all grade levels. The investigation revealed that the safety and respect (to self and to others) represented poorly designed, developed, and implemented components of PBIS. In addition, it demonstrated that openness to diversity required community involvement and monitoring. Furthermore, the study suggested that administrators and teaching staff modeled and applied the principles and concept of Positive Behavior Support, in order to increase student academic achievement.
|Advisor:||Long, John D.|
|Commitee:||Leavitt, Lynda B., Winslow, Kevin|
|School Location:||United States -- Missouri|
|Source:||DAI-A 79/08(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Middle School education|
|Keywords:||Problem behavior, The positive behavioral intervention and support|
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