Measuring the Self-Assessed Presence of the Essential Features of PBIS in West Virginia Schools

Publication Year:
2016
Usage 143
Downloads 93
Abstract Views 50
Repository URL:
http://mds.marshall.edu/etd/1001
Author(s):
Harris, James Franklin
Tags:
Behavior; Implementation; Positive Behavioral Interventions and Supports Schools; Curriculum and Instruction; Education; Educational Psychology
thesis / dissertation description
The purpose of this study was to explore the implementation of Positive Behavior Interventions and Supports (PBIS) for the 19 schools participating in the West Virginia Department of Education’s (WVDE) PBIS Project. Specific attention was given to which critical elements are more or less likely to be put in place during the first year of implementation, and which variables related to the process and the schools seem to positively and negatively influence implementation. Schools showed a positive trend of implementation and based upon the literature this should have a positive impact on the students and staff at these schools. There was no significant difference found in implementation based on the demographics of school type, socioeconomic status (Title 1 Designation), or school size. Overall, that findings of the study support to continuation of the project and inform improvements that should be considered in future planning