Friez, Melissa
(2020)
Evaluation of PBIS Implementation in an Urban School District.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
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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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| 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 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/38725 |
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