What Are the Effects of Positive Behavior Intervention and Supports on a Suburban Elementary School?
详细信息
- 作者：Parker ; Carlton H.
- 学历：Ed.D.
- 年：2016
- 毕业院校：Wilmington University (Delaware).bCollege of Education.
- Department：Educationalsociology.
- ISBN：9781339224664
- CBH：3734010
- FileSize：3304062
- Pages：104
文摘
It is unknown what the difference in the number of disciplinary referrals as a result of the PBIS framework is when measured by pre- and post-framework data and how teachers perceive the framework's impact on students. Classroom teachers were surveyed to measure their perception of the PBIS framework and its influence on their classroom teaching. The research took place in a suburban elementary school, grades pre-kindergarten through five, with an average enrollment of 425 students during the four-year study. The racial minority percentage during the four years was less the five percent and percentage of students that qualified for free and reduced meals was at 28.8% during the first year of the study and increased to 38.8% during the final year of the study. This study used a quantitative approach to examine ex post facto discipline data over four school years, measuring the number of school bus referrals, minor incident referrals, and office discipline referrals received by the students in an elementary school. The research data shows that the PBIS framework had a positive impact of the number of discipline referrals issued over the four-year period. Fifty percent of the classroom teachers responded to the Likert-type survey with a positive perception of the PBIS framework. The research has proven that the PBIS framework results in a successful decrease of student behavior referrals. The research has also proven that the teachers' positive perceptions of the PBIS framework results in decreased student behavior referrals. A decreased number of behavior referrals will allow for increased time on academics, which is instrumental in raising the achievement level of all students.