Publication Date

4-2011

Advisor(s) - Committee Chair

Dr. Christopher Wagner (Chair), Dr. Kyong Hee Chon, Dr. Martha Day, Dr. Mary Evans

Degree Program

Educational Leadership Doctoral Program

Comments

Copyright © 2011 by Kelly S. Davis

All rights reserved.

Degree Type

Doctor of Education

Abstract

The current study was undertaken to examine the impact of Positive Behavioral Interventions and Supports (PBIS) implementation on schools in Kentucky. Research questions evaluated (a) whether schools in Kentucky implemented PBIS with fidelity and (b) how PBIS implementation impacted student outcomes. Results of the study indicated that elementary, middle, and high schools implemented PBIS with fidelity. Associations were noted between PBIS implementation and decreases in office discipline referrals, out-of-school suspensions, dropout rate, and student retention rate. Results suggested that the PBIS model of training and technical assistance used in Kentucky demonstrates a reliable model for schools to follow to implement sustainable behavior change that likely will lead to improved student outcomes. Future research of PBIS in Kentucky would be beneficial. Analysis of statewide versus regional data would provide a more comprehensive picture of the strengths and limitations of Kentucky’s PBIS model. The current study results suggest a need to examine both quantitative and qualitative data related to PBIS implementation. Evaluation of this nature would provide greater insight into barriers and successes of PBIS implementation which would promote more effective training and technical assistance.

Disciplines

Education | Educational Administration and Supervision | Elementary and Middle and Secondary Education Administration | Elementary Education and Teaching | Junior High, Intermediate, Middle School Education and Teaching

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