A Program Evaluation of a Schoolwide Behavioral Support System: Implementation and Impact on Behavior and Instructional Time

Date of Award

Spring 4-28-2025

Document Type

Project Abstract (696 or 796 registration)

Degree Name

Master of Science in School Psychology

Department

Graduate Studies

Committee Chair

Lisa Stewart

Keywords

Challenging Behavior, PBIS, BARR, SEL, Behavior Intervention

Abstract

Addressing student challenging behavior is a significant goal for many schools. The DEPOT (Discovery, Empowerment, Positivity, Opportunity, and Transformation) intervention is a program which was implemented to tackle this issue at an elementary school. The DEPOT intervention is a structured strategy for managing challenging behavior. The DEPOT approach involves extensive data collection and positive challenging behavior intervention by tracking which students are sent to the DEPOT, who sends them, why they are sent, and how long they stay. This data can then be used by school staff when referring students to special education or moving them through the school’s tiered challenging behavior interventions. This project is a program evaluation of the DEPOT program. It explored themes of missed instruction and visits using descriptive data to evaluate disproportionality and areas for improvement. By systematically evaluating the DEPOT intervention, this program evaluation contributes to the understanding of the DEPOT room’s benefits for the elementary school and its staff. The findings from this study could help refine and optimize current practices, with the ultimate goal of creating a better learning environment for all students.

Abstract only: No full text available.

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