Dircks, Kathryn2016-07-112016-07-112016-07-11http://hdl.handle.net/11603/3066This study was designed to determine the impact of the Positive Behavior Intervention and Support (PBIS) system on middle school female behavior. The researcher developed a quasi-experimental study and simulated a modified pre-test post-test study to observe student behavior with and without the influence of PBIS throughout two school years at a Baltimore City charter middle school. Results were measured by a grade-wide merit and demerit system where students were awarded merits for exhibiting positive behaviors, and demerits for exhibiting negative behaviors. The data concluded that there was no a statistically significant difference in the percentage of merit awards in favor of the PBIS group over the non-PBIS students. The major difference was derived from the students who earned all merits and no demerits during the treatment school year; thus proving the impact of the PBIS program on student behavior.36 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.PBISpositivebehaviorinterventionmiddle schoolfemaleAction research papers -- EducationEducation -- Research papers (Graduate).Special Education Programs (U.S.). Technical Assistance Center on Positive Behavioral Interventions & SupportsSpecial education -- Middle school students -- MarylandBehavioral assessment -- Middle school students -- Special educationText