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Middle School Exclusionary Disciplin...

Reynolds, Staci Dahnal.

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Middle School Exclusionary Discipline Before and After Positive Behavior Intervention.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Middle School Exclusionary Discipline Before and After Positive Behavior Intervention./
Author:	Reynolds, Staci Dahnal.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	279 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-05, Section: B.
Contained By:	Dissertations Abstracts International82-05B.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28150214
ISBN:	9798678199102

Middle School Exclusionary Discipline Before and After Positive Behavior Intervention.
Reynolds, Staci Dahnal.

Middle School Exclusionary Discipline Before and After Positive Behavior Intervention. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 279 p.

Source: Dissertations Abstracts International, Volume: 82-05, Section: B.

Thesis (Ed.D.)--Grand Canyon University, 2020.

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

This non-experimental quantitative causal-comparative study determined if repeated measures of office discipline referrals (total and disaggregated by category) and suspension days differed after a year of positive behavioral interventions and support (PBIS) implementation for middle school students in northeastern Ohio. Skinner's theory of radical behaviorism supported the foundation of the current study. The sample consisted of 487 students. Archival data were used for analysis using Wilcoxon Signed-Rank tests. Data revealed that following a year of PBIS implementation, there was not a statistically significant change in overall ODR frequency following a year of PBIS implementation (Mdn = 6.0), z = 1.058, p > .05, although there was a statistically significant decrease in suspension day frequencies (Mdn = 3.0), z = -4.199, p < .05. Following a year of PBIS implementation, overall ODR severity decreased. There was a statistically significant increase in Category 1 ODR frequency (Mdn = 2.0), z = 6.401, p < .01 and Category 3 ODR frequency (Mdn = 1.0), z = 3.230, p < .01. There was a statistically significant decrease in Category 2 ODR frequency (Mdn = 1.0), z = -5.603, p < .01, Category 4 ODR frequency (Mdn = 0), z = 3.764, p < .01, and Category 5 ODR frequency (Mdn = 0), z = -8.753, p < .01. This study provided information for educational leadership and teachers concerning PBIS implementation and the reasonable expectations of differences in exclusionary consequences that can result.

ISBN: 9798678199102Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Exclusionary discipline

Middle School Exclusionary Discipline Before and After Positive Behavior Intervention.
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300 $a 279 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-05, Section: B.
500 $a Advisor: Cosimano, Michael.
502 $a Thesis (Ed.D.)--Grand Canyon University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a This non-experimental quantitative causal-comparative study determined if repeated measures of office discipline referrals (total and disaggregated by category) and suspension days differed after a year of positive behavioral interventions and support (PBIS) implementation for middle school students in northeastern Ohio. Skinner's theory of radical behaviorism supported the foundation of the current study. The sample consisted of 487 students. Archival data were used for analysis using Wilcoxon Signed-Rank tests. Data revealed that following a year of PBIS implementation, there was not a statistically significant change in overall ODR frequency following a year of PBIS implementation (Mdn = 6.0), z = 1.058, p > .05, although there was a statistically significant decrease in suspension day frequencies (Mdn = 3.0), z = -4.199, p < .05. Following a year of PBIS implementation, overall ODR severity decreased. There was a statistically significant increase in Category 1 ODR frequency (Mdn = 2.0), z = 6.401, p < .01 and Category 3 ODR frequency (Mdn = 1.0), z = 3.230, p < .01. There was a statistically significant decrease in Category 2 ODR frequency (Mdn = 1.0), z = -5.603, p < .01, Category 4 ODR frequency (Mdn = 0), z = 3.764, p < .01, and Category 5 ODR frequency (Mdn = 0), z = -8.753, p < .01. This study provided information for educational leadership and teachers concerning PBIS implementation and the reasonable expectations of differences in exclusionary consequences that can result.
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650 4 $a Behavioral sciences. $3 529833
650 4 $a Educational psychology. $3 517650
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793 $a English
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