The school-wide positive behavioral support (SWPBS) framework is a behaviorally-based, systems approach to addressing the problem behaviors of youth in our schools. This study examined the relationships among SWPBS implementation, SWPBS effectiveness, school size, and math achievement utilizing a secondary analysis of records and a principal opinion survey in 26 elementary schools in one large, diverse, mid-Atlantic school district. While results are inconclusive and should be interpreted with caution, six key findings (three related to SWPBS implementation and three to SWPBS effectiveness) were indicated: (1) No statistical relationship was found between school size and SWPBS implementation, although 64% of principals agreed that additional resources and 48% of principals agreed that additional years might be needed to implement SWPBS. (2) All but one principal (96%) agreed that their schools were implementing SWPBS with a high degree of fidelity, with 100% of principals agreeing that universal interventions such as students knowing school rules, rewards and consequences were in place in their schools. However only 50% of principals agreed that tertiary level interventions involving mental health, community collaborations were being implemented. (3) No statistical relationship was found between SWPBS implementation and math achievement and only 46% principals agreed that additional math interventions were included in their school programs. (4) No statistical relationship was found between school size and SWPBS effectiveness although 100% of principals in large schools and 75% of principals of small schools agreed that school size influenced SWPBS effectiveness. SWPBS, School Size, and Math Achievement. (5) All principals agreed that SWPBS has had a positive impact on student behavior, and students with disabilities, and results in less teacher time spent on student behavior. Ninety-size percent of principals agreed that SWPBS has had a positive impact on teachers’ behavior management. (6) A statistically significant relationship was found between SWPBS effectiveness and improved math achievement in medium size schools, supported by 69% of principals agreeing that SWPBS resulted in increased student engagement in math and increased time for math instruction. A thorough description of research design, conceptual framework, study conclusions, and recommendations for future research are included in the study.
|Advisor:||Kochhar-Bryant, Carol A.|
|Commitee:||Doolittle, Jennifer, McQuillan, Kathleen, Merves, Esther S., Rice, Elisabeth H.|
|School:||The George Washington University|
|Department:||Education and Human Development|
|School Location:||United States -- District of Columbia|
|Source:||DAI-A 69/12, Dissertation Abstracts International|
|Subjects:||Elementary education, Educational psychology, Special education|
|Keywords:||Achievement, Discipline, Mathematics achievement, Positive behavior support, SWPBS, School size, School-wide positive behavioral support|
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