The Effects of Positive Behavior Interventions and Supports on Middle School Student Achievement and Middle School Student Outcomes

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dc.contributor.advisorBeavers, Elizabeth
dc.contributor.committeeMemberPeters, Michelle
dc.contributor.committeeMemberGrace, Jennifer
dc.contributor.committeeMemberSeevers, Randy
dc.creatorBrooks, Torrance A
dc.date.accessioned2023-07-19T15:51:20Z
dc.date.available2023-07-19T15:51:20Z
dc.date.created2023-05
dc.date.issued2023-04-25
dc.date.submittedMay 2023
dc.date.updated2023-07-19T15:51:21Z
dc.description.abstractThe purpose of this mixed method study was to examine whether or not Positive Behavior Interventions and Supports (PBIS) influence middle school academic student achievement and middle school disruptive behaviors. The population of this study was a participating school district located in eastern Harris County outside of Houston, Texas. The sample consisted of seventh and eighth grade teachers from four different middle schools that used PBIS or did not use PBIS that had STAAR scores assigned to their name. A total of 103 middle school teachers met the criteria. Individual teacher STAAR scores and individual student PEIMS data for office referrals were collected by the researcher for the middle school teachers within the participating school district. Independent t-tests and a Mann-Whitney U test were used to analyze the quantitative data, while an inductive and deductive coding process was used to analyze and transcribe the collected qualitative data for ten participating teachers. The quantitative findings indicated that there was a statistically significant mean difference in student achievement between classroom teachers that implemented a PBIS model compared to classroom teacher that did not, but there was not a statistically significant mean difference in disruptive behaviors for classroom teachers who used PBIS compared to classroom teachers who did not. The qualitative data revealed five emerging themes: building positive relationships, improved student achievement, changing negative behaviors associated with the benefits of PBIS that address challenging behaviors, increased instructional time, and decreased office referrals. Based on the qualitative findings, middle school teachers trust that PBIS is effective in increasing student achievement and decreases challenging behaviors of middle school students. The research concludes with implications and recommendations for future research based on the findings.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/10657.1/3043
dc.language.isoen
dc.subjectPositive Behavior Interventions and Supports, Student Achievement, Discipline, Classroom Disruptive Behaviors, School-Wide Positive Behavior Interventions and Supports, Positive Relationships, Increased Instructional Time
dc.titleThe Effects of Positive Behavior Interventions and Supports on Middle School Student Achievement and Middle School Student Outcomes
dc.typeDissertation
dc.type.materialtext
thesis.degree.grantorUniversity of Houston-Clear Lake
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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