The purpose of this study was to determine the impact of the implementation of a Positive Behavior Support (PBS) program on students with behavior difficulties in junior high according to the perceptions of the principal and teachers. A qualitative research design was used in order to produce a reliable and valid study that answered the research questions and provided a theoretical context for the findings. The population of interest was the principal and teachers in a junior high school. The sample studied was a subgroup containing one principal and eight teachers who answered ten interview questions pertaining to the affects of PBS implementation on students with behavior difficulties. The findings of the first research question were developed into three overall themes derived from the data of the study. It was determined that the principal and teachers perceived PBS programs had affected students with behavior difficulties academically, behaviorally, and socially. The last two research questions were answered through a coding process that provided categories and smaller themes to be explored in future research. The results of this research study revealed an example of successful implementation without previous exposure to a similar PBS program in elementary school. This research also implied that the implementation of PBS has positively affected the overall climate in junior high schools. Implications derived from the study helped improve the current PBS program and showed encouraging results for other junior high schools to imitate in the future.
|Commitee:||McCoy, Douglas, Rodriguez, Alma|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 73/06, Dissertation Abstracts International|
|Subjects:||Educational leadership, Middle School education, Special education, Secondary education|
|Keywords:||Behavior disabilities, Junior high, PBS, Positive behavior support, Principal, Special education, Teacher|
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