A Longitudinal Analysis: Interpreting PBIS SAS Results and Disciplinary Patterns in a Middle Georgia School District

<p>This study examined the relationship between staff perceptions of Positive Behavioral Interventions and Supports (PBIS) and Office Discipline Referrals (ODR) across elementary, middle, and high schools in a middle Georgia school district over a three-year period (2019-2022). PBIS is a research-based framework that aims to improve school-discipline procedures, effectively reduce ODR, and enhance school climate. The study focused on the Self-Assessment Survey (SAS) data and ODRs to determine whether staff perceptions of PBIS impacted student behavior management across all levels of the district. Using causal-comparative and correlational research designs, the study analyzed staff perceptions obtained through the SAS survey instrument and compared the data to disciplinary trends from 2019 to 2022. The study added to the existing literature on PBIS by longitudinally investigating the influence of staff perceptions on ODR at different school levels. Findings from the study provide valuable insights for school leaders and teachers seeking to improve school climate and student outcomes using the PBIS framework. Understanding the factors contributing to the successful implementation of PBIS with fidelity at different school levels and over time informed more effective PBIS implementation strategies, which could be tailored according to each school level's unique contextual factors.</p>

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Counseling, Foundations & Leadership

Year dc:date.available

2023

Author dc:creator

• Gross, Johnathan Andrew

Contributors dc:contributor

• Dr. Robert Waller
• Dr. Parul Acharya
• Dr. Richard Rogers

• Positive Behavior Interventions and Supports (PBIS)
• Multi-tiered System of Supports (MTSS)
• Office Discipline Referrals (ODRS)
• Curriculum and Instruction
• Education
• Educational Assessment, Evaluation, and Research
• Educational Leadership

Language dc:language

English

Repository record dc:identifier

https://csuepress.columbusstate.edu/theses_dissertations/489

OAI identifier oai:identifier

oai:csuepress.columbusstate.edu:theses_dissertations-1492