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Positive Behavioral Interventions and Supports (PBIS) has been identified as an evidence-based approach that integrates strategic interventions to provide benefit for students and schools (Sugai & Simonsen, 2012). PBIS is an effective alternative to managing student behavior when compared to the traditional, punitive approach to student discipline infractions (Sugai & Horner, 2006). However, an extensive literature review revealed the limited application of PBIS in the high school setting. The purpose of this study was to broaden the range of research by determining the impact of PBIS on high school students’ major behavior referrals resulting in out-of-school suspension (OSS), major behavior referrals resulting in in-school suspension (ISS), attendance, and academic achievement, specifically examining the state of Missouri End-of-Course exams in Algebra I, Algebra II, English 10, Biology, and Government. The quantitative causal-comparative study was conducted at an urban, Midwest high school, and participants were all students enrolled in grades 9-12. Data from all students were analyzed over five years (two years before PBIS implementation, the year of PBIS implementation, and the two years after PBIS implementation). Inconclusive results were denoted regarding the impact of PBIS on students’ major behavior referrals resulting in ISS and OSS. Likewise, evidence was inconclusive when analyzing changes in student attendance. When academic achievement was analyzed by content area, the results were mixed. Due to the inconclusive findings within this study, additional research should be conducted before any actions related to PBIS are taken. |
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