Positive Behavior Interventions and Supports (PBIS) is designed to promote positive behaviors and prevent behavioral challenges. Despite widespread adoption, implementation fidelity, especially at Tier 2 and Tier 3 levels, remains inconsistent, impacting students who require the most intensive support. This study was conducted in one middle school. The purpose of the program evaluation was to investigate the perceptions of, and barriers to, PBIS implementation, with a specific focus on evaluating the impact on student behavioral and disciplinary outcomes, identifying the training and support provided to educators, and examining how data are used to drive decisions. Overarching research questions assessed educator perceptions of PBIS and related challenges. A mixed-methods approach, incorporating extant data, and quantitative and qualitative data, was utilized to enhance the credibility and applicability of findings for school leaders, educators, and practitioners. Results indicated nearly all participants lacked formal training and support for PBIS implementation. Findings revealed mixed perceptions on PBIS effectiveness, and lack of knowledge on PBIS processes, interventions, and data collection systems. Inadequate participant knowledge regarding PBIS services and rates of special education referrals due to behavior concerns were noted. Varied effectiveness ratings indicated moderate effectiveness ratings for Tier 2 but low-to-moderate effectiveness of Tier 3 interventions. There was more agreement on improvements in office disciplinary referrals and in school suspensions but less agreement on improved out of school suspensions and alternative placements. Recommendations based on the results included targeted professional development and improved system-wide implementation support for PBIS programs to enhance outcomes for all students.
","abstract_html":"<p>Positive Behavior Interventions and Supports (PBIS) is designed to promote positive behaviors and prevent behavioral challenges. Despite widespread adoption, implementation fidelity, especially at Tier 2 and Tier 3 levels, remains inconsistent, impacting students who require the most intensive support. This study was conducted in one middle school. The purpose of the program evaluation was to investigate the perceptions of, and barriers to, PBIS implementation, with a specific focus on evaluating the impact on student behavioral and disciplinary outcomes, identifying the training and support provided to educators, and examining how data are used to drive decisions. Overarching research questions assessed educator perceptions of PBIS and related challenges. A mixed-methods approach, incorporating extant data, and quantitative and qualitative data, was utilized to enhance the credibility and applicability of findings for school leaders, educators, and practitioners. Results indicated nearly all participants lacked formal training and support for PBIS implementation. Findings revealed mixed perceptions on PBIS effectiveness, and lack of knowledge on PBIS processes, interventions, and data collection systems. Inadequate participant knowledge regarding PBIS services and rates of special education referrals due to behavior concerns were noted. Varied effectiveness ratings indicated moderate effectiveness ratings for Tier 2 but low-to-moderate effectiveness of Tier 3 interventions. There was more agreement on improvements in office disciplinary referrals and in school suspensions but less agreement on improved out of school suspensions and alternative placements. Recommendations based on the results included targeted professional development and improved system-wide implementation support for PBIS programs to enhance outcomes for all students.</p>","abstract_has_math":false,"creators":["Sowin, Serena"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Lorrie Butler"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-12-01T08:00:00Z","date_published":"2025-12-01T08:00:00Z","updated_at":"2026-07-24T03:21:46Z","subjects":["Positive Behavior Interventions and Supports (PBIS)","Multi-Tiered System of Supports (MTSS)","Students with Disabilities (SWD) and PBIS","PBIS Implementation Fidelity","Educator Perceptions of PBIS","Educator Professional Development & Training on PBIS","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/947","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lorrie Butler"]},{"key":"dc:creator","label":"Author","values":["Sowin, Serena"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-12-22T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Positive Behavior Interventions and Supports (PBIS)","Multi-Tiered System of Supports (MTSS)","Students with Disabilities (SWD) and PBIS","PBIS Implementation Fidelity","Educator Perceptions of PBIS","Educator Professional Development & Training on PBIS","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/947"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Positive Behavior Interventions and Supports (PBIS) is designed to promote positive behaviors and prevent behavioral challenges. Despite widespread adoption, implementation fidelity, especially at Tier 2 and Tier 3 levels, remains inconsistent, impacting students who require the most intensive support. This study was conducted in one middle school. The purpose of the program evaluation was to investigate the perceptions of, and barriers to, PBIS implementation, with a specific focus on evaluating the impact on student behavioral and disciplinary outcomes, identifying the training and support provided to educators, and examining how data are used to drive decisions. Overarching research questions assessed educator perceptions of PBIS and related challenges. A mixed-methods approach, incorporating extant data, and quantitative and qualitative data, was utilized to enhance the credibility and applicability of findings for school leaders, educators, and practitioners. Results indicated nearly all participants lacked formal training and support for PBIS implementation. Findings revealed mixed perceptions on PBIS effectiveness, and lack of knowledge on PBIS processes, interventions, and data collection systems. Inadequate participant knowledge regarding PBIS services and rates of special education referrals due to behavior concerns were noted. Varied effectiveness ratings indicated moderate effectiveness ratings for Tier 2 but low-to-moderate effectiveness of Tier 3 interventions. There was more agreement on improvements in office disciplinary referrals and in school suspensions but less agreement on improved out of school suspensions and alternative placements. Recommendations based on the results included targeted professional development and improved system-wide implementation support for PBIS programs to enhance outcomes for all students.
"]},{"key":"dc:title","label":"Title","values":["Evaluating the Perceptions, Barriers, and Impact of Positive Behavior Interventions and Supports (PBIS) in Grades K-12"]}]}],"canonical_facts":{"dc:contributor":["Lorrie Butler"],"dc:creator":["Sowin, Serena"],"dc:date.available":["2025-12-22T08:00:00Z"],"dc:description.abstract":["Positive Behavior Interventions and Supports (PBIS) is designed to promote positive behaviors and prevent behavioral challenges. Despite widespread adoption, implementation fidelity, especially at Tier 2 and Tier 3 levels, remains inconsistent, impacting students who require the most intensive support. This study was conducted in one middle school. The purpose of the program evaluation was to investigate the perceptions of, and barriers to, PBIS implementation, with a specific focus on evaluating the impact on student behavioral and disciplinary outcomes, identifying the training and support provided to educators, and examining how data are used to drive decisions. Overarching research questions assessed educator perceptions of PBIS and related challenges. A mixed-methods approach, incorporating extant data, and quantitative and qualitative data, was utilized to enhance the credibility and applicability of findings for school leaders, educators, and practitioners. Results indicated nearly all participants lacked formal training and support for PBIS implementation. Findings revealed mixed perceptions on PBIS effectiveness, and lack of knowledge on PBIS processes, interventions, and data collection systems. Inadequate participant knowledge regarding PBIS services and rates of special education referrals due to behavior concerns were noted. Varied effectiveness ratings indicated moderate effectiveness ratings for Tier 2 but low-to-moderate effectiveness of Tier 3 interventions. There was more agreement on improvements in office disciplinary referrals and in school suspensions but less agreement on improved out of school suspensions and alternative placements. Recommendations based on the results included targeted professional development and improved system-wide implementation support for PBIS programs to enhance outcomes for all students.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/947"],"dc:subject":["Positive Behavior Interventions and Supports (PBIS)","Multi-Tiered System of Supports (MTSS)","Students with Disabilities (SWD) and PBIS","PBIS Implementation Fidelity","Educator Perceptions of PBIS","Educator Professional Development & Training on PBIS","Educational Leadership"],"dc:title":["Evaluating the Perceptions, Barriers, and Impact of Positive Behavior Interventions and Supports (PBIS) in Grades K-12"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:46Z"}