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A Comparative Study of Positive Beha...

Molina, Theresa.

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A Comparative Study of Positive Behavior Interventions and Supports in Middle Schools in South Texas.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Comparative Study of Positive Behavior Interventions and Supports in Middle Schools in South Texas./
Author:	Molina, Theresa.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	74 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
Contained By:	Dissertations Abstracts International82-06A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27671638
ISBN:	9798691283383

A Comparative Study of Positive Behavior Interventions and Supports in Middle Schools in South Texas.
Molina, Theresa.

A Comparative Study of Positive Behavior Interventions and Supports in Middle Schools in South Texas. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 74 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: A.

Thesis (Ed.D.)--Texas A&M University - Kingsville, 2019.

This item must not be sold to any third party vendors.

This quantitative study examined the relationship between implementation of a Positive Behavior Interventions and Supports (PBIS) program and academic achievement, attendance, and discipline. The data was collected from schools from South Texas Educational Regions One, Two, and Twenty. The public middle school campuses for this study were chosen based on demographics, size, and PBIS implementation. Campuses were similar in demographics and size and were PBIS implementing campuses as well and non PBIS campuses. Data was obtained through the 2017-2018 Texas Academic Performance Report (TAPR) published by Texas Education Agency (TEA) for each campus to assess attendance, academic achievement in Reading and Math on The State of Texas Assessments of Academic Readiness (STAAR), and discipline. The design used for this study was a non-experimental study and examined the statistical relation between PBIS, academic achievement, attendance, and discipline. The study investigated two schools from each of the educational regions listed, one school being a PBIS implementing school and the other implementing no form of PBIS. The two groups from each region were compared by attendance, academic achievement in Reading and Math as determined by STAAR, and discipline, through TAPR data released by TEA.

ISBN: 9798691283383Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Academic Success on STAAR

A Comparative Study of Positive Behavior Interventions and Supports in Middle Schools in South Texas.
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500 $a Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
500 $a Advisor: Jones, Don.
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506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This quantitative study examined the relationship between implementation of a Positive Behavior Interventions and Supports (PBIS) program and academic achievement, attendance, and discipline. The data was collected from schools from South Texas Educational Regions One, Two, and Twenty. The public middle school campuses for this study were chosen based on demographics, size, and PBIS implementation. Campuses were similar in demographics and size and were PBIS implementing campuses as well and non PBIS campuses. Data was obtained through the 2017-2018 Texas Academic Performance Report (TAPR) published by Texas Education Agency (TEA) for each campus to assess attendance, academic achievement in Reading and Math on The State of Texas Assessments of Academic Readiness (STAAR), and discipline. The design used for this study was a non-experimental study and examined the statistical relation between PBIS, academic achievement, attendance, and discipline. The study investigated two schools from each of the educational regions listed, one school being a PBIS implementing school and the other implementing no form of PBIS. The two groups from each region were compared by attendance, academic achievement in Reading and Math as determined by STAAR, and discipline, through TAPR data released by TEA.
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