Johnson, Barbara2016-02-242016-02-242013-07http://hdl.handle.net/11603/2365The purpose of this study is to review a school-wide Positive Behavior Intervention and Supports program (PBIS) and to discuss its effectiveness in decreasing physically aggressive behavior in elementary students over time as school personnel and students become more familiar with the program and its components get fine-tuned. This study used a retrospective pre-experimental design with a variant of a one-group pretest-post-test design. Subjects (n=9) served as their own controls. Subjects (n=9) were selected based on a “high” score on the dependent variable under the first condition if they had two or more referrals for physically aggressive behavior in the first school year of implementation and were considered frequent offenders. Dependent variable data was collected over the first school, 2011-2012 and the second year, 2012-2013 in a diverse public elementary school. During the 2012-2013 school year, revisions were made to the program and more individualized interventions were put in place for the frequent offenders. There was no significant difference in the mean number of office referrals in the first year 2011-2012 (Mean = 6.00, SD = 4.42) and the second year of 2012-2013 (Mean = 4.89, SD = 4.14) [t (8) = .52, p > .05] among frequent offenders. Implications are discussed including the need for PBIS team needs to provide additional training to the staff regarding how to manage individual students with more aggressive and challenging behaviors. Targeted, data-driven interventions must be put in place for the frequent offenders.33 p.en-USCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Education -- Research papers (Graduate)School discipline -- Research.Behavior modification -- Research.Aggressiveness in children -- Research.Education -- Research papers (Graduate)Text