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ERIC Number: ED546013
Record Type: Non-Journal
Publication Date: 2012
Pages: 141
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-7912-6
A Developmental Examination of School-Wide Positive Behavior Support in Elementary School: Behavior Patterns, School Climate, and Academic Achievement
Betters-Bubon, Jennifer
ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin - Madison
School-wide Positive Behavior Support (SWPBS) programs integrate research-based practice within a three-tier approach of prevention and intervention to impact change within school systems. Research suggests positive changes in student outcomes with the implementation of SWPBS. Supported by social-ecological and behavioral theory, this longitudinal study compared school climate and achievement outcomes in a school implementing a SWPBS program with one that is not. The use of time-series analysis and hierarchical and multinomial logistic regression analysis allowed for a complete picture to emerge of the effects of SWPBS programs. No treatment effects of SWPBS programs were noted between the target and comparison school with regard to school climate or academic outcomes. Relative risk and regression analysis converged to paint a picture of demographic characteristics that lead to increased disciplinary risk. Specifically, students from African American, low socioeconomic status, and highly mobile backgrounds were more likely to receive office discipline referrals before and after SWPBS implementation Conversely, disciplinary risk for Hispanic youth decreased over the years of the study. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A