Date of Award
Fall 12-14-2023
Document Type
Dissertation (799 registration)
Degree Name
Doctor of Education in Educational Leadership
Department
Graduate Studies
Committee Chair
Kristen Carlson
Abstract
Positive Behavior Interventions and Supports (PBIS) has been implemented across the United States in the effort to help diminish problem behaviors and increase academic success. Schools across the country are reporting an increase in numbers and intensity of problem behaviors. In addition, academic success after the COVID-19 pandemic has decreased in some school districts across the United States. Therefore, districts are looking for an intervention to help increase academics and decrease problem behaviors. With school districts already implementing PBIS, research studies and analyses are needed to ensure that the outcomes expected of PBIS are occurring. In addition, with the little research on the impact PBIS has in the middle school setting, this quantitative study looked closely at one midsize urban school district that is home to three middle schools. All data used in this study was existing data that was supplied by the selected school district. After receiving the data, a pre-post data analysis was conducted to see if there were any changes to academic success and problem behaviors after the implementation of PBIS.
Recommended Citation
Watson, Brittanie, "IMPLEMENTATION OF POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS) AND ITS IMPACT ON MIDDLE SCHOOL STUDENTS’ ACADEMIC SUCCESS AND PROBLEM BEHAVIORS" (2023). Dissertations, Theses, and Projects. 869.
https://red.mnstate.edu/thesis/869