Lusebrink, Jamie
(2021)
Evaluating a School-Wide Positive Behavior Intervention and Supports Program for System Improvement.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
The place of inquiry implemented a School-Wide Positive Behavior Intervention and Supports (SWPBIS) plan in 2016 with the goal of building a positive organizational climate while reducing the number of discipline infractions and office referrals. Although interventions and supports have been in place since the original implementation of the SWPBIS programming, suspensions and office referrals continue to occur at an alarming rate, particularly in third through fifth grades. These suspensions were creating gaps in learning for students due to the loss of instructional time without effectively addressing the behaviors to reduce further occurrences.
This mixed methods study evaluated the current School-Wide Positive Behavior Intervention and Supports (SWPBIS) programming and implementation at the building of inquiry against best practices based on a state-wide model of SWPBIS with the purpose to make recommendations for improvement. These best practices include leadership commitment, resource deployment, collaboration, ongoing staff development, and data-based decision making.
The research included a survey of 20 participants, four focus groups of 16 participants, and five individual interviews with staff who teach grades three through five. The survey results indicated that families were not involved in the PBIS programming, there is not a plan for professional development of staff throughout the year, new students are not properly informed of the PBIS program, and the referral system is not used appropriately. The focus groups indicated the rewards being offered are not appealing to students and the staff would like more feedback from the office referral data in addition to the office referral system being revamped. The interviews provided historical data as well as reiterated information similar to that of the survey and focus groups.
After considering the key findings from the survey, focus groups, and individual interviews, the researcher proposed six changes: involving students in the selection of rewards, surveying students for feedback, providing orientation for new students on the PBIS programming to address the transient population, involving the families and community in the current and future PBIS programming, improving the referral system based on teacher recommendations, and reporting data out to the teachers during booster sessions for staff.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| Date: |
31 August 2021 |
| Date Type: |
Publication |
| Defense Date: |
15 April 2021 |
| Approval Date: |
31 August 2021 |
| Submission Date: |
22 July 2021 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
138 |
| 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: |
Positive Behavior Intervention and Supports, MTSS, RTII |
| Date Deposited: |
31 Aug 2021 17:11 |
| Last Modified: |
31 Aug 2021 17:11 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/41226 |
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