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ERIC Number: ED546665
Record Type: Non-Journal
Publication Date: 2012
Pages: 191
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-9493-1
Setting the Stage: An Evaluation of PBIS Implementation in Elementary Schools: A Mixed Methods Study
Sanfelippo, Joseph
ProQuest LLC, Ph.D. Dissertation, Cardinal Stritch University
The goal of improving student academic and behavior outcomes is to ensure that all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. Positive Behavior Intervention and Supports (PBIS) provides an operational framework for achieving these outcomes. In general, PBIS emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effectively support implementation of these practices. The purpose of this study was to identify what school building factors impact the successful Tier I implementation of PBIS in order to assist schools in the future planning of the PBIS rollout at the elementary level. The research question was: what are the factors that impact the positive Tier I Implementation of Positive Behavior Intervention Supports in two Midwestern suburban elementary schools? The contention is that high achieving schools, conducting a systematic approach to PBIS, benefited both the staff implementation process and student achievement of their populations. The research attempted to identify the factors that led to the sustainability of Tier I implementation in two elementary schools. Survey data identified the overall perception of the program by staff members. Focus groups identified the connection or disconnection between members of the staff who had been trained in the PBIS framework and those who had not been trained. The development of the trained team and untrained team, the communication systems set up to disseminate information, and follow through on those instructions had a profound impact on the ability to get the desired buy-in from staff. Data concluded that the four main components to the successful implementation at the two schools centered around knowledge, the importance of a connector, school environment, and communication. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A