The effects of positive behavior intervention supports and Tier II interventions on academic achievement among elementary students

This correlational research study examined the effect of behavioral interventions through school-wide positive behavior interventions and supports (PBIS) on elementary student reading and math achievement in one Midwestern suburban elementary school among 71 students in grades first through fifth participating in PBIS Tier II interventions compared to 71 peers not participating in the intervention. Additionally, this study analyzed teacher perceptions of PBIS implementation and experiences with students participating in the Tier II behavior interventions. The research contributes to the literature by examining the effects of individualized interventions on academic achievement for students. The PBIS Tier II intervention of Check-In/Check-Out (CICO) was implemented by the school for students unable to consistently meet school-wide behavior expectations. Data from the Renaissance Learning STAR Reading and Math assessments and progress monitoring of student behaviors were gathered and analyzed. A teacher survey was distributed to building staff members to understand their perceptions of PBIS Tier II interventions and their experiences with students participating with the intervention. A Pearson correlation and two-sample t-test were used to analyze the possible relationship between the student participation in the PBIS Tier II behavior interventions and their reading and math academic achievement according to the students’ scaled score gains on the STAR Reading and Math assessments. Through this study, no statistically significant differences were found between student participation in PBIS Tier II behavior interventions and academic achievement in reading and math. Consequently, these findings are discussed in terms of assisting schools implementing PBIS Tier II interventions to address reading and math academic challenges

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Education (UMKC)

Grantor

University of Missouri--Kansas City

Year dc:date.issued

2014

Author dc:creator

• Reno, Geoffrey D.

Advisor dc:contributor.advisor

• Friend, Jennifer Ingrid

Handle dc:identifier.uri

http://hdl.handle.net/10355/43511

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/43511