The Impact of Positive Behavior Interventions and Supports on Students with Disabilities

Autor/in	Jones, Anthony
Titel	The Impact of Positive Behavior Interventions and Supports on Students with Disabilities
Quelle	(2023), (103 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Texas Southern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-0301-1
Schlagwörter	Hochschulschrift; Dissertation; Outcomes of Treatment; Positive Behavior Supports; Students with Disabilities; Academic Achievement; Achievement Tests; Reading Tests; Attendance Patterns; Discipline; High School Students; Middle School Students; Outcomes of Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Disziplin; High school; High schools; Oberschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lernleistung; Schulerfolg
Abstract	The purpose of this study was to examine the impact of positive behavior interventions and supports for students with disabilities on school campuses compared to campuses that do not utilize PBIS. Specifically, the researcher sought to determine if campuses implementing PBIS impact students with disabilities academic performance on STAAR Reading, ENG I, ENG II EOC, attendance rates, and discipline outcomes compared to campuses that do not utilize PBIS. A causal-comparative research design was used in this investigation in an attempt to identify a cause-effect relationship between two groups. Data was provided by the urban school district to the researcher and downloaded into the statistical package for the social sciences (SPSS) version 27 to analyze the data. An independent sample t-test was employed to determine whether there was a difference between STAAR Reading, ENG I, and ENG II EOC test of campuses that implement PBIS for students with disabilities and those that did not utilize PBIS. All hypotheses were tested at the .05 level or better and used as the criterion for accepting or rejecting the null hypotheses. Analysis of results indicated that a significant difference did not exist between STAAR and EOC English I and English II test scores for campuses that implement positive behavior interventions and supports to students with disabilities and campuses that do not utilize PBIS. A statistically significant difference was found to exist between the middle school attendance rates during the 2019-2020 school years and high school attendance rates during 2020-2021 for campuses that implement positive behavior interventions and supports to students with disabilities and campuses that do not utilize PBIS. Likewise, a statistically significant difference was found to exist between the middle school discipline outcomes during the 2019-2021 school years and high school discipline outcomes during 2020-2021 for campuses that implement positive behavior interventions and supports to students with disabilities and campuses that do not utilize PBIS. Moreover, a significant difference did not exist between high school discipline outcomes during 2019-2020 school year for campuses that implement positive behavior interventions and supports to students with disabilities and campuses that do not utilize PBIS. [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	2024/1/01