THE IMPACT OF PERCEIVED FIDELITY OF POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS) IMPLEMENTATION ON STUDENT BEHAVIOR AND ACADEMIC ACHIEVEMENT
Date
2023-05
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
PBIS was designed as a framework to promote a culture that establishes positive behaviors and practices to support staff behavior, student behavior, social competence, and academic achievement through data, systems, and practices. This study examines what factors impact the implementation of PBIS over time. Research has been conducted on related topics, mainly how implementing PBIS benefits student achievement and behavior modification. However, teacher intervention and perception variables still need to be researched, mainly when considering the fidelity and sustainability of PBIS.
Incorporating evidence from teacher and site administrator surveys, interviews, and student academic and behavioral data, this study illustrates that findings largely support that behavior directly correlates with academic achievement. It also supports that teacher perceptions regarding behavior, and academic achievement are linked to fidelity. Implementing PBIS, when done with fidelity, would be expected to be reflected in increased academic assessments such as district benchmarks. Additionally, it was expected that the implementation of PBIS, when done with fidelity, would be reflected in a decrease in behavioral issues monitored through referrals, suspensions, and expulsions. This study can be used to develop sustainable and continuous professional development for teachers and site administrators in implementing PBIS.
Description
item.page.type
Thesis