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Evaluation of PBIS Implementation in an Urban School District

Friez, Melissa (2020) Evaluation of PBIS Implementation in an Urban School District. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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This study examined the use of a Positive Behavioral Intervention System (PBIS) to promote a positive school culture. PBIS focuses on promoting a positive school culture through behavioral interventions specific to the school, and providing feedback to students to reinforce positive behaviors (Contractor & Staats, 2014). The study focuses on the current implementation and evaluation of PBIS in six schools in a large urban district in Pennsylvania. Secondary data analysis was the methodology used to retrospectively construct a theory of action and a logic model. The logic model was then used to evaluate PBIS implementation related to adequate resources and activities, and to determine if expected outputs/outcomes occurred. Then existing data were used to further evaluate the expected outcomes/outputs aligned to the logic model: three-year trend of school suspensions, three-year trend of multidisciplinary referrals, suspension rates and attendance rates; three-year survey results for the survey administered to teachers called the Teaching and Learning Conditions (TLC) Survey and three-year survey results for a survey administered to students called the Tripod Student Perceptions Survey.
Based on the findings of this study, there were three implications. The first implication is that developing and using a theory of action and logic model might assist with implementation of PBIS. The second implication is that collection and use of data are important to guide implementation of PBIS. The third implication is that training and coaching is essential to the implementation of PBIS. There are also three recommendations for practice. The first is to put data into practice, the second is how to sustain the effort and the third is to include stakeholders in setting goals and creating policy, sharing information and accomplishments with the community, and making PBIS a major goal of the school system.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Friez, Melissamfriez@gmail.commrf400000000344601310
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairTananis, Cynthiatananis@pitt.edutananis
Committee MemberRussell, Jenniferjrussell@pitt.edujrussell
Committee MemberTrovato, Charlenetrovato@pitt.edutrovato
Committee MemberLongo, R. Gerardlongoj@pitt.edulongoj
Date: 17 May 2020
Date Type: Publication
Defense Date: 25 March 2020
Approval Date: 17 May 2020
Submission Date: 16 April 2020
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 179
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: school-to-prison PBIS Implementation suspension Theory of action logic model
Date Deposited: 17 May 2020 17:23
Last Modified: 17 May 2020 17:23


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