Advisor(s) - Committee Chair
Dr. Nedra Atwell (Director), Dr. Margaret Maxwell, Dr. Janet Applin
Doctor of Education
As school districts work to utilize instructional time, student behavior is often a huge hindrance to maximizing instruction. In 2001 while at the University of Oregon, Horner and Sugai created Positive Behavior Interventions and Support (PBIS), now utilized in over 7,000 schools throughout the country (Sugai & Horner, 2002). This program is provided to schools throughout Kentucky through a federal grant extended to the Kentucky Center for Instructional Discipline (KYCID).
This study analyzed PBIS in an elementary school in southwest Kentucky, McNabb Elementary, to measure the effect of PBIS on student discipline referrals and attendance. Referrals were evaluated from 2006-2012, to provide longitudinal data over time. Results of the study indicated that PBIS had a significant effect on discipline referrals within the school. Student attendance percentages also were gathered for a timespan of six years from McNabb Elementary. Results suggested that PBIS did not have a significant effect on attendance during the 2006-2012 school years. Future research of PBIS in Kentucky would be beneficial. Analysis of referral data bridging from elementary to middle school would provide extensive data for districts that have implemented PBIS. Also, a comparison of attitudes and satisfaction of parents of students who have participated in a PBIS program for at least three years would enlighten districts on parents’ evaluation of PBIS.
Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Elementary Education and Teaching
Ross, Gregory E., "The Effects of Positive Behavioral Interventions and Support on Student Discipline Referrals and Attendance" (2012). Dissertations. Paper 30.