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Positive Behavior Interventions and ...

Coffey, Matt.

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Positive Behavior Interventions and Supports and School Behavior.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Positive Behavior Interventions and Supports and School Behavior./
Author:	Coffey, Matt.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	93 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-01, Section: B.
Contained By:	Dissertations Abstracts International82-01B.
Subject:	Education policy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28023779
ISBN:	9798662411548

Positive Behavior Interventions and Supports and School Behavior.
Coffey, Matt.

Positive Behavior Interventions and Supports and School Behavior. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 93 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: B.

Thesis (Ed.D.Ed.Lead.)--Union University, 2020.

This item must not be sold to any third party vendors.

Positive Behavior Interventions and Supports (PBIS) is a framework that was created for the educational community in the 1990s. PBIS is a three-tiered student support system that seeks to create positive culture in schools. If implemented with fidelity by the school, the strategies in place can possibly help students to be successful behaviorally and academically. This study sought to determine if there was a significant difference among the referrals written for behavior for students starting in their sixth-grade year, before PBIS implementation, and their seventh- and eighth-grade years, after PBIS implementation. The study also sought to determine if there was a significant difference in behavior referrals written for fighting among the same students. Specifically, this study included 116 participants starting in their sixth-grade year at a middle school. The number of referrals was counted for their sixth, seventh, and eighth-grade years. A Repeated Measures One-Way ANOVA was used to determine if there was a significant difference in the number of referrals written for behavior overall, and for referrals written for fighting. Findings from this study suggest a significant decrease in the number of referrals written for students between their sixth-grade year, before PBIS implementation, and their seventh-grade year, the first year of PBIS implementation. There was not a significant difference in referrals written for fighting. Findings suggested that after the first year of implementation, there was a significant decrease in office referrals written, but there was not in the eighth-grade year. The findings displayed no significant difference in students and the number of referrals written for fighting sixth through eighth grade.

ISBN: 9798662411548Subjects--Topical Terms:

2191387
Education policy.
Subjects--Index Terms:

Behavior

Positive Behavior Interventions and Supports and School Behavior.
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520 $a Positive Behavior Interventions and Supports (PBIS) is a framework that was created for the educational community in the 1990s. PBIS is a three-tiered student support system that seeks to create positive culture in schools. If implemented with fidelity by the school, the strategies in place can possibly help students to be successful behaviorally and academically. This study sought to determine if there was a significant difference among the referrals written for behavior for students starting in their sixth-grade year, before PBIS implementation, and their seventh- and eighth-grade years, after PBIS implementation. The study also sought to determine if there was a significant difference in behavior referrals written for fighting among the same students. Specifically, this study included 116 participants starting in their sixth-grade year at a middle school. The number of referrals was counted for their sixth, seventh, and eighth-grade years. A Repeated Measures One-Way ANOVA was used to determine if there was a significant difference in the number of referrals written for behavior overall, and for referrals written for fighting. Findings from this study suggest a significant decrease in the number of referrals written for students between their sixth-grade year, before PBIS implementation, and their seventh-grade year, the first year of PBIS implementation. There was not a significant difference in referrals written for fighting. Findings suggested that after the first year of implementation, there was a significant decrease in office referrals written, but there was not in the eighth-grade year. The findings displayed no significant difference in students and the number of referrals written for fighting sixth through eighth grade.
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