A Study of School-Wide Positive Behavior Support and Behavior Intervention Support Teams and Their Impact on Student Behavior in Six Missouri Middle Schools

Autor/in	Hirschi, Cody Guy
Titel	A Study of School-Wide Positive Behavior Support and Behavior Intervention Support Teams and Their Impact on Student Behavior in Six Missouri Middle Schools
Quelle	(2015), (133 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lindenwood University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3395-3142-7
Schlagwörter	Hochschulschrift; Dissertation; Middle School Students; Montessori Method; Discipline Problems; Referral; Experimental Groups; Control Groups; Teacher Surveys; Teacher Attitudes; Student Behavior; Self Control; Behavior Modification; Models; Positive Behavior Supports; Intervention; Program Effectiveness; Missouri + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Montessori pedagogics; Montessori-Pädagogik; Lehrerverhalten; Student behaviour; Schülerverhalten; Selbstbeherrschung; Behaviour modification; Verhaltensänderung; Analogiemodell
Abstract	The purpose of this study was to analyze School-Wide Positive Behavior Support (SW-PBS) and Behavior Intervention Support Teams (BIST) and their impact on managing student behavior in sample schools in Missouri by using methodological triangulation. Office disciplinary referrals (ODRs) and Safe School Act Violations during the 2012-2014 school years in the SW-PBS, BIST, and No Model (control group) sample schools were analyzed to determine if there was a significant difference in the numbers of ODRs and Safe School Violations. Teachers from the sample schools were given the opportunity to participate in a survey to gather their perspectives about the impact their school's respective behavior model had on student behavior outcomes. Teachers surveyed reported varied opinions regarding disciplinary models and the benefits these models have on student self-control and helping to reduce student discipline behaviors. While all perceived their models to have a positive impact, there were differences in overall perceptions. Teachers in SW-PBS schools responded more positively about how the SW-PBS model impacted student behaviors. The ODR data were analyzed using a paired t-test, showing no significant difference between the number of ODRs in the models studied. Safe School Act Violations occurred more frequently in schools that had no behavior models than in schools that had implemented BIST or SW-PBS. The BIST schools had the fewest reported incidents. [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	2020/1/01