Presentation Title

Effectiveness of PBIS According to the Perceptions of Middle School Students

Location

Guzman 113, Dominican University of California

Start Date

4-17-2019 5:40 PM

Department

Education

Student Type

Graduate

Faculty Mentor(s)

Jennifer Lucko, PhD

Presentation Format

Oral Presentation

Abstract/Description

Abstract

Previous research has found that Positive Behavioral Interventions and Supports (PBIS) positively impacts students’ behavior and academic performance as well as contributing to a positive school climate. Prior research on the effectiveness and impacts of PBIS have been predominantly conducted through mixed-method approaches involving school staff and statistical data in high school and elementary school settings. While few studies have examined the effectiveness and impact of PBIS within the middle school setting, even fewer studies have explored the perceptions of students regarding PBIS and its effectiveness. The purpose of this research was to better understand the perceptions of middle school students about the effectiveness of PBIS at their schools in order to adjust PBIS procedures to better serve this specific population. Through a qualitative approach, this thesis builds from two focus group interviews with twelve eighth grade students and six in-depth individual interviews with students from the focus group. The focus group interviews involved the sharing of experiences with PBIS strategies and procedures within one middle school setting, while the individual interviews focused on individual experiences with specific details and in-depth explanations of perceptions of PBIS. The findings from this research showed that the effectiveness of PBIS within this particular middle school is dependent on the students’ perceptions of the teachers’ behavior. Through analyzing data from the interviews, it was found that students were willing to participate and engage with PBIS procedures if they perceived a teacher’s behavior to be contributing to a positive school climate.

Keywords: positive behavioral interventions and supports, positive school climate

This document is currently not available here.

Share

Import Event to Google Calendar

COinS
 
Apr 17th, 5:40 PM

Effectiveness of PBIS According to the Perceptions of Middle School Students

Guzman 113, Dominican University of California

Abstract

Previous research has found that Positive Behavioral Interventions and Supports (PBIS) positively impacts students’ behavior and academic performance as well as contributing to a positive school climate. Prior research on the effectiveness and impacts of PBIS have been predominantly conducted through mixed-method approaches involving school staff and statistical data in high school and elementary school settings. While few studies have examined the effectiveness and impact of PBIS within the middle school setting, even fewer studies have explored the perceptions of students regarding PBIS and its effectiveness. The purpose of this research was to better understand the perceptions of middle school students about the effectiveness of PBIS at their schools in order to adjust PBIS procedures to better serve this specific population. Through a qualitative approach, this thesis builds from two focus group interviews with twelve eighth grade students and six in-depth individual interviews with students from the focus group. The focus group interviews involved the sharing of experiences with PBIS strategies and procedures within one middle school setting, while the individual interviews focused on individual experiences with specific details and in-depth explanations of perceptions of PBIS. The findings from this research showed that the effectiveness of PBIS within this particular middle school is dependent on the students’ perceptions of the teachers’ behavior. Through analyzing data from the interviews, it was found that students were willing to participate and engage with PBIS procedures if they perceived a teacher’s behavior to be contributing to a positive school climate.

Keywords: positive behavioral interventions and supports, positive school climate