University of Missouri - Saint Louis

The Graduate School

Announcement

An oral examination in defense of the dissertation for the degree

Doctor of Education

Michael R. Havener
Ed. S., Webster University, 2006
M.Ed. in Educational Administration, University of Missouri-St. Louis, 1997
B.S. in Education, University of Missouri - Columbia, 1994

The Effects of Positive Behavior Interventions and Supports (PBIS) on Middle Level Students

Abstract

Many theories regarding school discipline have been developed and implemented. In this study, various discipline models are discussed and analyzed. One particular model that claims to significantly reduce discipline referrals is Positive Behavior Interventions and Supports (PBIS). The primary purpose of this study was to determine if PBIS is effective in reducing discipline referrals in a particular Midwest suburban 6-8 middle school. In addition, the referrals were analyzed to determine if there was a significant change in the academic achievement in the Missouri Assessment Program (MAP) mathematics and language art test scores after implementation of PBIS in 2008-2009.

The population in this study was approximately 600 students attending a suburban Midwestern grade 7-9 middle school with fifty-nine (59) teachers and two (2) administrators. Behavior referral data for the 2009-2010 and 2010-2011 academic years was compared to the 2008-2009 academic year to determine if there was a significant difference in the number of referrals since the program was initiated. In addition, the referrals were analyzed by using a frequency count to determine if conclusions can be drawn from the types of referrals. A comparison of academic achievement, using the Missouri Assessment Program (MAP) was also used to compare the pre and post initiation of PBIS.

A t test and an analysis of variance revealed significant effects were only shown for the behavior referral data. The null hypothesis was rejected resulting in acceptance of the alternative hypothesis stating that a significant decrease in behavior referrals occurred. This information provides evidence that PBIS should continue to be implemented to minimize the number of behavior referrals. On the contrary, there was no significant effect on academic achievement according to the MAP results collected. Further studies are necessary to show whether there are any long term effects on academic achievement.

Date: July 27, 2011

Time: 11:00 a.m.

Place: E. Desmond Lee Technology and Learning Center

Defense of Dissertation Committee

	Carole Murphy, Ed.D. (Advisor)	Kathleen Brown, Ph.D.
	Richard Burns, Ph.D.	Charles Fazarro, Ph.D.

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