A Developmental Examination of School-Wide Positive Behavior Support in Elementary School: Behavior Patterns, School Climate, and Academic Achievement

Autor/in	Betters-Bubon, Jennifer
Titel	A Developmental Examination of School-Wide Positive Behavior Support in Elementary School: Behavior Patterns, School Climate, and Academic Achievement
Quelle	(2012), (141 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Wisconsin - Madison
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2675-7912-6
Schlagwörter	Hochschulschrift; Dissertation; Educational Environment; Behavior Modification; Elementary Schools; Program Effectiveness; Prevention; Intervention; Behavior Theories; Social Theories; Longitudinal Studies; Academic Achievement; Regression (Statistics); Comparative Analysis; Socioeconomic Influences; Racial Differences; African American Students; Student Mobility; At Risk Students; Referral; Hispanic American Students; Elementary School Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Behaviour modification; Verhaltensänderung; Elementary school; Grundschule; Volksschule; Prävention; Vorbeugung; Gesellschaftstheorie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Regression; Regressionsanalyse; Sozioökonomischer Faktor; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Mobility; Mobilität; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	School-wide Positive Behavior Support (SWPBS) programs integrate research-based practice within a three-tier approach of prevention and intervention to impact change within school systems. Research suggests positive changes in student outcomes with the implementation of SWPBS. Supported by social-ecological and behavioral theory, this longitudinal study compared school climate and achievement outcomes in a school implementing a SWPBS program with one that is not. The use of time-series analysis and hierarchical and multinomial logistic regression analysis allowed for a complete picture to emerge of the effects of SWPBS programs. No treatment effects of SWPBS programs were noted between the target and comparison school with regard to school climate or academic outcomes. Relative risk and regression analysis converged to paint a picture of demographic characteristics that lead to increased disciplinary risk. Specifically, students from African American, low socioeconomic status, and highly mobile backgrounds were more likely to receive office discipline referrals before and after SWPBS implementation Conversely, disciplinary risk for Hispanic youth decreased over the years of the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10