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The Relationship of the Implementation of Positive Behavior Interventions and Supports to improve Academic Achievement
Abstract
The foundation for PBiS and its practices is that academic achievement and social behaviors are connected. It becomes difficult for students to learn when the student is spending more time in discipline-related interactions than in those related to learning academic content. School administrators and teachers have become increasingly frustrated with the impact of poor student behavior on academic achievement in their schools. The situation leads to the public perception that student behavior is out of control. Isolated situations of violence (e.g., school shootings) contribute to the perception. Teachers continually struggle to master classroom management strategies that are proactive, preventative in nature, and lead to improved student achievement. In this study quantitative data was collected through the examination of standardized scores identified students earned on both the NeSA-R , NeSA-M, and MAP both before and after the implementation of PBiS. The data was analyzed descriptively and comparatively. Results indicated that students earned better standardized scores following the implementation of PBiS. Qualitative data was also analyzed for a deeper understanding of the process and implementation process of PBiS. Leadership team members, Norris Middle School staff members and students all indicated implementation of PBiS has helped with positive changes with students at Norris Middle School. Students as well as staff members reported positive changes with students and how they treated other students within the building along with taking ownership for their behaviors and making better choices.
Subject Area
Educational leadership|Educational psychology
Recommended Citation
Tracy, Brenda, "The Relationship of the Implementation of Positive Behavior Interventions and Supports to improve Academic Achievement" (2013). ETD collection for University of Nebraska-Lincoln. AAI3557762.
https://digitalcommons.unl.edu/dissertations/AAI3557762