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ERIC Number: ED524367
Record Type: Non-Journal
Publication Date: 2011
Pages: 189
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1244-4216-7
ISSN: N/A
A Descriptive Case Study of a School-Wide Positive Behavior Support (PBS) System in Schools with Principal-Led Planning Teams and Coach-Led Planning Teams
McWilliams, Ellen K.
ProQuest LLC, Ph.D. Dissertation, Kent State University
Managing disruptive behaviors in schools is a high-ranking concern in communities across the country (Rose & Gallup, 2006). Unfortunately, the practice of instituting tougher and more severe consequences for increased discipline problems has not resulted in a decrease of disruptive behavior (Lewis & Garrison-Harrell, 1999; Safran & Oswald, 2003; Turnbell et al., 2002). Instead, schools and communities are now turning to alternative proactive strategies emphasizing positive behavior supports (PBS) and prevention. The leadership for changing a school-wide approach away from a punitive-style of discipline to a proactive, pro-social approach is not simply implementing a new idea; rather it is creating a cultural change. The purpose of this study was to gain an in-depth understanding of the patterns of implementation of PBS and patterns of student behavior when PBS was implemented by a principal-led planning team and a coach-led planning team. The following overarching questions guided this study: (1) What does the implementation of PBS look like in buildings with principal-led planning teams and coach-led planning teams, and (2) What are the patterns of student behavior when PBS is implemented with a coach-led team, a principal-led team, and in buildings where PBS is not implemented? A descriptive case study approach was used to enable an in-depth description of archived documents detailing the implementation of PBS in four elementary schools in a large urban district in the Midwest. The analysis of the data revealed findings in three areas: (a) Principal-led and coach-led PBS teams implemented the key components of PBS in a similar sequence, although some of the components were implemented with greater quality by the coach-led teams; (b) patterns of student behavior were similar between the coach-led PBS schools and the principal-led PBS schools, except in the area of tardies; and (c) differences in patterns of student behavior were revealed between PBS schools and non-PBS schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A