Date of Award
Summer 2019
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
School
Education
Committee Chair
David E. Lee
Committee Chair School
Education
Committee Member 2
Myron B. Labat
Committee Member 2 School
Education
Committee Member 3
Richard Mohn
Committee Member 3 School
Education
Committee Member 4
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.
Copyright
2019, Elesha Jean Buckley
Recommended Citation
Buckley, Elesha Jean, "The Impact of Positive Behavior Interventions and Support, Counseling, and Mentoring on the Behavior and Achievement of African American Males" (2019). Dissertations. 1695.
https://aquila.usm.edu/dissertations/1695