Longitudinal Analysis of Behavior Screening Data in a School District Implementing School-Wide Positive Behavior Interventions and Supports

Autor/in	Reimers, Clarissa
Titel	Longitudinal Analysis of Behavior Screening Data in a School District Implementing School-Wide Positive Behavior Interventions and Supports
Quelle	(2020), (55 Seiten) PDF als Volltext Verfügbarkeit Ed.S. Dissertation, University of Nebraska at Omaha
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3920-9743-4
Schlagwörter	Hochschulschrift; Dissertation; School Districts; Behavior Problems; At Risk Students; Academic Achievement; Evidence Based Practice; Screening Tests; Referral; Discipline; Elementary School Students; Socioeconomic Status; Identification; Intervention; Student Behavior; Longitudinal Studies + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School district; Schulbezirk; Schulleistung; Screening-Verfahren; Disziplin; Socio-economic status; Sozioökonomischer Status; Identifikation; Identifizierung; Student behaviour; Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Positive behaviors are essential for individual student success as well as an overall positive school climate. Students with problem behaviors are at risk for lower academic achievement and poor social skills. Schools with high incidents of problem behaviors are at risk for a negative school climate. School-wide positive behavior interventions and supports (SWPBIS) is a research-based approach to decreasing the number of problem behaviors and improving overall school climate by using multiple evidence-based strategies. In the current study, five years of universal behavior screening data, office discipline referral data, and fidelity checks of SWPBIS implementation data from 10 elementary schools in the same school district were analyzed to determine relationships between rates of problem behavior, socioeconomic status, and SWPBIS implementation fidelity. District-wide data showed, over the five year span, there was a decrease in the percentage of students being identified as needing intensive externalizing behavior supports, but an increase in those needing internalizing behavior supports. [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