A Study of Effectiveness of Positive Behavior Interventions and Supports on Behavior and Academic Achievement in and Urban Middle School Setting
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The purpose of this study was to analyze the effectiveness of a school-wide Positive Behavior Interventions and Supports (PBIS) program on both academic achievement and behavioral improvements. In this study, quantitative data was collected and analyzed among an eighth grade class. All students in the study attended an urban middle school in southeastern Wisconsin when the program was first implemented and also one year after implementation. Data were collected from the Fall2012 Measures of Annual Progress (MAP) Mathematics and Reading test as well as the Winter 2014 MAP Mathematics and Reading test. The researcher also collected student suspension and expulsion data from 2011-2014 for the entire three years spent in middle school for the 2013-14 eighth grade class. This researcher tested the hypotheses that students, after one year of implementation of the school-wide PBIS program, would achieve higher than projected scores and would have a decrease in student suspensions and expulsions. The researcher used a series oft-tests and Chi-Square tests to determine if the eighth grade students achieved higher then projected eighth grade scores and had a reduction in student suspension and expulsion numbers. The researcher also did additional t-tests and Chi-Square tests to determine if African-American, Hispanic, and Caucasian eighth grade students showed any improvements. Findings suggest that eighth grade students did not show any statistical improvements in standardized testing and the eighth grade class and African-American sub-group showed a significant decrease in student suspension and expulsion numbers. Limitations impacting internal validity, due to special education students included in sample along with inconsistencies among teacher implementation, are noted.
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