The Effects of Positive Behavioral Interventions and Supports (PBIS) Initiative In Elementary Schools
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Date
2014-05
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Masters of Education
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Abstract
This study was to examine the impact of the Positive Behavior in Schools (PBIS) model on the number of referrals and placements of behaviorally challenged students within their own school, after teachers were trained in specific management skills and interventions to increase positive student behavior and success in school. The study used data gathered from the School-Wide Information System (SWIS), a reliable, confidential, web-based information system to collect, summarize, and use student behavior data for decision making. The faculty and staff used the current SWIS data after the PBIS initiative had been implemented to compare the trends over seven academic years (school year 2005-2006 to school year 2011-2012). The study did not show any significant improvement in the performance of the students; thus, it does not support the hypothesis that implementing School Wide PBIS Initiative would improve the behavioral performance of elementary students.
Three parts of the implementation of PBIS in the elementary school are discussed:
1) The rationale of behavior, including consequences of negative behavior on teaching and learning, noting teacher perceptions of student needs and implications for supports.
2) Other interventions to reduce negative behavior.
3) The goals and expectations of PBIS Initiative and how positive behavior is developed, as well as the trends in behavior within the elementary school’s office discipline referrals.