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ERIC Number: ED556597
Record Type: Non-Journal
Publication Date: 2013
Pages: 173
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-0035-4
ISSN: N/A
The Effectiveness of a School-Wide Positive Behavior Support Plan on Office Discipline Referrals at the Primary, Intermediate, and Middle School Level
Jones, Quincy L.
ProQuest LLC, Ed.D. Dissertation, Union University
Schools across the nation are facing the challenge of addressing behavioral issues with students. Traditional approaches to discipline have been ineffective in improving student behavior. The passing of the No Child Left Behind Act (NCLB) of 2001 and revisions of the Individual Disabilities Education Improvement Act (IDEIA) of 2004 require schools to take a proactive approach to handling discipline in schools. A School-Wide Positive Behavior Support (SWPBS) plan is a proactive, preventative, systems approach for schools to establish supports to help all students achieve social and academic success. This study examined the effectiveness of an SWPBS plan on office discipline referrals (ODRs) in a primary, intermediate, and middle school over a six year span. The primary, intermediate, and middle schools all had some success with SWPBS. The primary school's SWPBS plan made a significant impact on ODRs during all 6 years of implementation. Males received a significantly higher number of ODRs than females in Years 1 through 3. There were no significant differences in ODRs between African American and Caucasian students during 6 years of implementation of SWPBS. The SWPBS plan at the intermediate school did not have a significant impact on ODRs. However, the intermediate school saw positive outcomes in the reduction of the total number of ODRs in Years 2 through 4. African American students received a significantly higher number of ODRs between Years 3 and 4 and between Years 5 and 6 than Caucasian students. The middle school's SWPBS did not have a significant impact on the total number of ODRs. However, there was a reduction in ODRs between Years 1 and 2, 4 and 5, and 5 and 6. There were significant differences in ODRs between Years 4 and 5, and between Years 5 and 6 with African American and Caucasian students. Males received a significantly higher number of ODRs between Years 3 and 4, and 5 and 6 at the middle school. African American students received a significantly higher number of ODRs than Caucasian students except for Years 1 and 2. The study showed that an SWPBS plan can have many positive outcomes when implemented with high fidelity. [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; Intermediate Grades; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004; No Child Left Behind Act 2001