Date of Award

Summer 2019

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Education

Committee Chair

Dr. David E. Lee

Committee Chair School

Education

Committee Member 2

Dr. Myron B. Labat

Committee Member 2 School

Education

Committee Member 3

Dr. Richard Mohn

Committee Member 3 School

Education

Committee Member 4

Dr. Kyna Shelley

Committee Member 4 School

Education

Abstract

The extensive gap in educational achievement between African American males and their peers is one of the most detrimental problems facing American society (Burchinal, McCartney, Steinberg, Crosnoe, Friedman, McLoyd, & Picanta, 2011). The purpose of this study was to explore the influence of Positive Behavior Intervention and Support (PBIS), counseling, and mentoring on disruptive classroom behavior resulting in office referrals. The study also examined the impact of Positive Behavior Intervention and Support (PBIS), counseling, and mentoring on student achievement in reading of African-American male students in Pre-K through fifth grade. Previous literature discussed Positive Behavior Intervention and Support (PBIS), counseling, and mentoring.

Findings indicated that participation in PBIS was not a significant predictor of the number of disruptive behaviors that resulted in office referrals received by African American male students in Pre-K through fifth grade. The results of this study suggested that participation in counseling was the only significant predictor of the number of disruptive behaviors that resulted in office referrals received by African American male students in Pre-K through fifth grade. Results indicated that participation in mentoring was not a significant predictor of the number of disruptive behaviors that resulted in office referrals received by African American male students in Pre-K through fifth grade.

Findings from the study indicated that participation in PBIS was not a significant predictor of reading scores received by African American male students in Pre-K through fifth grade. Also, the results of the study indicated that in participation in counseling was not a significant predictor of reading scores received by African American male students in Pre-K through fifth grade. Lastly, the findings from this study indicated that mentoring was the only significant predictor of reading scores. However, the test revealed a negative relationship between mentoring and reading scores.

Recommendations for further research, policy, and practice were made.

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