{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1171"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1171","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Positive behavior support: a comparison between student body, academic achievement, and discipline referrals","abstract":"The purpose of this current study was to (a) evaluate the effectiveness of a school-wide positive behavior support program in an elementary school based on the decrease of discipline referrals earned by the students in grades 3-4 (n=43) and (b) find a relationship between discipline referrals earned by each student in the pre-intervention year and the total amount of discipline referrals earned by each student in the post-intervention year were the discipline variables. The scale math and language scores attained by each student for the pre-intervention year and the post-intervention year were the academic variables explored. A Pearson Correlation test revealed a significant relationship in the decrease of discipline referrals between the two years; yet did not find a significant correlation between the discipline variables and the academic variables regardless of the overall increase in academic scores. Implications for future research on school-wide positive behavior support and adademics are discussed.","abstract_html":"The purpose of this current study was to (a) evaluate the effectiveness of a school-wide positive behavior support program in an elementary school based on the decrease of discipline referrals earned by the students in grades 3-4 (n=43) and (b) find a relationship between discipline referrals earned by each student in the pre-intervention year and the total amount of discipline referrals earned by each student in the post-intervention year were the discipline variables. The scale math and language scores attained by each student for the pre-intervention year and the post-intervention year were the academic variables explored. A Pearson Correlation test revealed a significant relationship in the decrease of discipline referrals between the two years; yet did not find a significant correlation between the discipline variables and the academic variables regardless of the overall increase in academic scores. Implications for future research on school-wide positive behavior support and adademics are discussed.","abstract_has_math":false,"creators":["Greenfield, Meredith"],"institution":null,"degree_name":"M.A. School Psychology-Professional School Psychology","degree_level":"Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Dihoff, Roberta"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-07-19T07:00:00Z","date_published":"2012-07-19T07:00:00Z","updated_at":"2026-07-24T04:13:03Z","subjects":["School discipline","Child Psychology","Student Counseling and Personnel Services"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/172","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dihoff, Roberta"]},{"key":"dc:creator","label":"Author","values":["Greenfield, Meredith"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:58:45Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. School Psychology-Professional School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["School discipline","Child Psychology","Student Counseling and Personnel Services"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/172"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this current study was to (a) evaluate the effectiveness of a school-wide positive behavior support program in an elementary school based on the decrease of discipline referrals earned by the students in grades 3-4 (n=43) and (b) find a relationship between discipline referrals earned by each student in the pre-intervention year and the total amount of discipline referrals earned by each student in the post-intervention year were the discipline variables. The scale math and language scores attained by each student for the pre-intervention year and the post-intervention year were the academic variables explored. A Pearson Correlation test revealed a significant relationship in the decrease of discipline referrals between the two years; yet did not find a significant correlation between the discipline variables and the academic variables regardless of the overall increase in academic scores. Implications for future research on school-wide positive behavior support and adademics are discussed."]},{"key":"dc:title","label":"Title","values":["Positive behavior support: a comparison between student body, academic achievement, and discipline referrals"]}]}],"canonical_facts":{"dc:contributor":["Dihoff, Roberta"],"dc:creator":["Greenfield, Meredith"],"dc:date.available":["2020-03-03T19:58:45Z"],"dc:description.abstract":["The purpose of this current study was to (a) evaluate the effectiveness of a school-wide positive behavior support program in an elementary school based on the decrease of discipline referrals earned by the students in grades 3-4 (n=43) and (b) find a relationship between discipline referrals earned by each student in the pre-intervention year and the total amount of discipline referrals earned by each student in the post-intervention year were the discipline variables. The scale math and language scores attained by each student for the pre-intervention year and the post-intervention year were the academic variables explored. A Pearson Correlation test revealed a significant relationship in the decrease of discipline referrals between the two years; yet did not find a significant correlation between the discipline variables and the academic variables regardless of the overall increase in academic scores. Implications for future research on school-wide positive behavior support and adademics are discussed."],"dc:identifier":["https://rdw.rowan.edu/etd/172"],"dc:subject":["School discipline","Child Psychology","Student Counseling and Personnel Services"],"dc:title":["Positive behavior support: a comparison between student body, academic achievement, and discipline referrals"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. School Psychology-Professional School Psychology"]},"updated_at":"2026-07-24T04:13:03Z"}