Date of Conferral

2020

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Andrea M. Wilson

Abstract

Research has documented that a pervasive problem affecting today’s schools is disruptive student behavior and the long-term, negative outcomes associated with the use of out-of-school suspensions (OSS) to address it. The program, Positive Behavioral Interventions and Supports (PBIS), was implemented in a local middle school with a diverse student population at which there was a history of student discipline problems in an effort to improve student behavior and reduce discipline referrals. Guided by Skinner’s theory of behaviorism, the purpose of this quantitative study was to examine the effect that PBIS had on the following discipline-related variables: number of office discipline referrals, number of incidents resulting in OSS, and total number of days of OSS. This ex post facto, quasi-experimental study analyzed preimplementation and postimplementation discipline data from 180 students (88 6th–7th grade students and 92 7th–8th grade students) to determine the effect of PBIS on discipline-related variables at this diverse, high-needs school. Repeated measures t test results indicated the PBIS program had a positive effect on discipline, as evidenced by significantly lower numbers of disciplinary referrals and lower numbers of incidents resulting in OSS; but there was no significant difference in the number of days of OSS per OSS incident. Findings indicate that PBIS can serve as a behavior support that may promote positive student behavior and improve discipline. Overall, PBIS is a valuable program that, with proper implementation and continuous monitoring of student outcomes, can support students’ behavioral success thereby promoting positive social change in the education environment over time.

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