Date of Award

Fall 2019

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Education

Committee Chair

Lilian Hill

Committee Chair School

Education

Committee Member 2

David Lee

Committee Member 2 School

Education

Committee Member 3

Kyna Shelley

Committee Member 3 School

Education

Committee Member 4

Richard Mohn

Committee Member 4 School

Education

Abstract

This basic qualitative study examined the beliefs and attitudes of selected faculty in three southern region schools that had been identified by several government agencies as having severe chronic attendance problems. Twelve educators who work closely with the daily Positive Behavior Intervention and Support (PBIS) program were individually interviewed and re-interviewed until reaching a significant point where no new knowledge could be derived. The goal of the study was to explore the essence of the teachers’ experiences when using the PBIS practices in order to increase school attendance and reduce chronic absenteeism. The purpose of the study was to fully understand which PBIS practices were effective in changing undesired attendance behavior of school learners. The primary research question addressed in this study was how do PBIS programs influence student behavior as related to improved school attendance.

Extensive information was gathered, analyzed, and interpreted in order to add significant contributions to the scholarly literature regarding PBIS implementation. Based on the findings and results of this study, it was concluded that PBIS programs are beneficial and effective in reducing chronic attendance patterns if the PBIS faculty works in a school culture that provides comprehensive professional development, a creative student incentive program, and an existing culture comprised of individuals who are committed to collaborating among their colleagues-faculty, administration, and support staff.

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