Effects of Positive Behavioral Interventions and Supports on Attendance, Grades, and Discipline Referrals

Autor/in	Miles, Ann C.
Titel	Effects of Positive Behavioral Interventions and Supports on Attendance, Grades, and Discipline Referrals
Quelle	(2013), (109 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-5363-8
Schlagwörter	Hochschulschrift; Dissertation; Behavior Problems; Suspension; Behavior Modification; Positive Reinforcement; Intervention; Statistical Analysis; Modeling (Psychology); Grades (Scholastic); Discipline Problems; High School Students; Program Effectiveness; Attendance Patterns; Student Behavior; Referral + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausschluss; Schulausschluss; Behaviour modification; Verhaltensänderung; Statistische Analyse; Modeling; Modelling; Modellierung; Notenspiegel; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Student behaviour; Schülerverhalten
Abstract	Suspension from school removes students from the educational environment and interferes with school progress by decreasing prospects of gaining academic and social skills. Suspension also negatively affects school attendance and is an indicator of future disciplinary problems. To address problem behaviors that can lead to school suspensions, Positive Behavioral Interventions and Support (PBIS) was developed as an empirically-based approach to effect meaningful behavior change through providing positive reinforcement and modeling appropriate behavior. The purpose of this quantitative study was to determine if grades, attendance, and number of discipline referrals of suspended high school students changed after participation in PBIS. Guided by the behavior modification theory, this study employed the PBIS model for its conceptual framework and explored if there was a difference in suspended students' grades, attendance, and number of discipline referrals after participating in PBIS. Suspended high school students' (n = 136) grades, attendance, and number of discipline referrals from the fall 2010 semester when there was no PBIS, were compared to the fall 2011 semester, when PBIS was implemented. The results of the paired-samples t tests indicated that grades did not change after participating in PBIS, but attendance and the number of discipline referrals did significantly improve after participating in PBIS. Implications for social change include offering high schools a research-based alternative to ineffective punishment for student misbehaviors, delivering an effective intervention that positively affects the academic and behavioral needs of students who may otherwise be subject to failure in high school, and providing them with the motivation to remain in school until graduation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01