The Effects of Positive Behavior Intervention Support On Office Discipline Referrals, Third and Fourth Grade Reading and Math Scores, and Perceptions of Teachers Regarding Discipline and Safety In Alabama Elementary Schools
This study examined the relationship between Positive Behavior Intervention Strategies and school-wide discipline problems after a school had been trained in Positive Behavior Intervention Support, the difference in educators' perceptions about the relationship between positive school climate, SAT scores, and academic achievement. The researcher surveyed 35 schools in Alabama and collected office discipline referral data, SAT scores, and teacher/administrator perception data. Some of the data were gathered via the Internet for the years prior to implementation, during implementation, and the year following implementation. A survey was sent to each of the schools to collect perception data. Results indicated a significant increase in third grade reading SAT scores between the years of implementation and one year following implementation of Positive Behavior Intervention Support. The results of office discipline referral data were significantly lower after implementation and then again one year later. The survey information indicated that the PBIS committee met before school started as well as either monthly or when ii necessary. The responsibility of training was undetermined from the results indicating a conflict on who was responsible. Recommendations and future research included a lengthier study to provide additional verification that the use of PBIS would be beneficial in both academia and disciplinary settings. A future study should also include a lengthier look at SAT data across several years to determine if PBS had made an impact on academic achievement. Student responses about their feelings toward academics and school safety should also be included in future studies.