Academic, social-emotional and behavioral growth are key concepts in any education program. Current statistics regarding discipline and exclusionary processes utilized to change behavior prompted the educational system to direct their attention toward positive behavioral interventions and supports. Likewise, pervasive evidence of racial discipline disproportionality has served as guidance for research supporting the amelioration of this disproportionality through tiered interventions. School Wide Positive Behavior Intervention and Supports (SW-PBIS) (Sugai & Horner, 2009) is a tiered model of intervention that utilizes the tenets of positive reinforcement and includes explicit instruction in expectations and operationalizing of target behaviors. The purpose of the study was to examine the effects of School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) on the levels of individual student problem behaviors as well as disaggregated racial disproportionality in exclusionary discipline and the fidelity of the implementation of SW-PBIS at one suburban New York school district. Participants were 9,000 students in seven schools grades Kindergarten through Twelve. All seven schools implemented SW-PBIS. The Tiered Fidelity Instrument was administered to measure fidelity of implementation over two years. Data were collected utilizing the Student Wide Information System (SWIS) over two years for two elementary schools. Overall school readiness for change, both culturally and systemically were examined as it relates to fidelity of implementation of SW-PBIS. Results showed schools that implemented SW-PBIS with fidelity to have overall significantly lower levels of behavioral infractions. Schools with higher fidelity were less likely to report subjective or lower intensity behaviors. Statistical analysis found significant differences in both ODR overall number and in exclusionary discipline adjudication between buildings with high and low fidelity of SW-PBIS implementation. Results are discussed in terms of effectiveness and fidelity of implementation of a SW-PBIS approach in this school district. Research findings include schools with high fidelity of PBIS implementation have significantly lower levels of problem behaviors as indicated by ODR’s. Likewise, schools with high fidelity and less likely to utilize exclusionary discipline than schools with low fidelity of PBIS implementation. Limitations are discussed within the scope of the case study. Recommendations for future research are included.
|Commitee:||Bernato, Robert, Cho, Seokhe|
|School:||St. John's University (New York)|
|Department:||SoE Educational Administration and Supervision|
|School Location:||United States -- New York|
|Source:||DAI-A 81/7(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Behavioral psychology, Education Policy, Elementary education|
|Keywords:||Discipline, Disproportionality, Fidelity, School climate, Suspension, SW-PBIS|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be