Date of Award

11-29-2022

Type

Dissertation

First Advisor

Christopher Garretson

Second Advisor

Jennifer Lovelace

Third Advisor

Thomas McCormack

Abstract

Students' disruptive behavior has become more customary over the last several years. Many school systems have implemented a Positive Behavior Interventions and Supports (SWPBIS) approach to deal with these behaviors proactively. This particular study is focused on behaviorism and operant conditioning. A qualitative exploratory case study design was chosen as the most effective method to understand perceptions of the implementation of the SWPBIS framework in a middle school setting. The three data sources include structured focus groups with school administration, counselors, and SWPBIS team members. Additionally, school climate surveys from 2016-2021 and school discipline referrals from 2016-2021 were evaluated. During the focus groups, it was established that the staff recognizes positive behaviors from students, it provided a support system for the staff, and the SWPBIS expectations are clearly defined. The shared themes for school safety are that the research site utilizes data, there are protocols and procedures to follow, and SWPBIS is a process that must be monitored for effectiveness. Additionally, the shared themes for school safety are that the research site utilizes data, there are protocols and procedures to follow, and SWPBIS is a process that must be monitored for effectiveness. The research school behavior data demonstrated a decline through the years in which the data were examined for the study. A sustained SWPBIS program is a combined effort of administrators and teacher leaders who encourage achievement (Scaletta & Tejero Hughes, 2021). However, the researcher has confidence that if implemented with fidelity, SWPBIS is a framework that is effective and demonstrates results.

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