Graduate Studies

 

First Advisor

Matthew Gormley

Degree Name

Doctor of Philosophy (Ph.D.)

Department

Educational Psychology

Date of this Version

12-10-2024

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College at the University of nebraska in partial fulfillment of requirements for the degree of Doctor of Philosophy

Major: Educational Studies (Educational Leadership and Higher Education)

Under the supervision of Professor Deryl K. Hatch-Tocaimaza

Lincoln, Nebraska, February 2020

Comments

Copyright 2024, the author. Used by permission

Abstract

This dissertation study aimed to examine the relationship between Tier 1 Positive Behavioral Intervention and Supports (PBIS) implementation fidelity and the academic (e.g., MAP Growth scores) and behavioral outcomes (e.g., major office discipline referrals, suspensions). High quality PBIS implementation fidelity has been linked with improved standardized test scores and decreased instances of major office discipline referrals, in-school suspensions, and out-of-school suspensions for students with and without behavioral difficulties. However, no research has been done on the impact of PBIS implementation fidelity on students with ADHD. It is estimated that at least 40% of students with ADHD require at least one school-based support (e.g., behavioral interventions, academic interventions, an Individualized Education Plan [IEP]), but less than half of students with ADHD receive formalized special education services. Tier 1 implementation fidelity was selected because these supports are received by all students with ADHD regardless of special education eligibility. The purpose of the current study was to examine the relationship between PBIS Tier 1 implementation fidelity and the educational outcomes for students with behavior similar to individuals with ADHD using a sample of elementary and middle school students from a school district in Nebraska. The data analytical strategies in this study included descriptive statistics and three-level hierarchical linear models. The results elucidate the impact of PBIS implementation on the outcomes for these students.

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