Throughout the nation, schools have successfully implemented positive behavior intervention and support (PBIS) strategies to improve the atmosphere on school campuses and guide student behavior (Gage et al., 2013; Sugai & Simonsen, 2012; Turnbull et al., 2001). While it has been shown that PBIS is an effective tool for student improvement in behaviors and attendance, it is recognized that there are subgroups of students that continue to struggle with conforming to their school site's behavioral, attendance and achievement expectations, particularly in their core academic subjects. This study's main objectives were to examine students’ perceptions about PBIS implementation, the correlations between PBIS implementation and other variables such as student GPA and to examine how PBIS implementation varied by student demographics. By using PBIS strategies, educators can develop a culture that promotes equity for greater student engagement and improved behaviors, in a place where all students believe they can be successful contributors to the school and society, as a whole. The correlation between the implementation of PBIS, behaviors and academic achievement yielded positive correlation coefficients, suggesting that as implementation increases, student academic achievement increases as well. ANOVAs were carried out which showed that the difference in GPA and implementation of PBIS among students of various ethnicities was statistically significant. It is the hope that the findings will support schools in decreasing disruptive behaviors, improving campus culture, and increasing academic achievement.
|Advisor:||Kim, Eugene P.|
|Commitee:||Mooney, Eric J., Andrew, Ashley J.|
|School:||Concordia University Irvine|
|School Location:||United States -- California|
|Source:||DAI-A 82/3(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education Policy, Middle School education|
|Keywords:||Academics, Behavior, Equity, PBIS|
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