A case study of first year implementation of positive behavioral interventions and supports in a high school

WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
Alex Jeffrey Deutsch (Creator)
Western Carolina University (WCU )
Web Site: http://library.wcu.edu/
Lori Unruh

Abstract: Disciplinary infractions are a major problem for American public schools. The traditional, punishment-based approach to this problem has proven ineffective. Positive Behavioral Interventions and Supports (PBIS) have shown to be an effective alternative to manage student behavior. There is a large body of literature demonstrating PBIS’s efficacy. Often, the positive effects can be observed within one year of implementation. However, very little research examining the demographic break down of these effects within individual schools has been conducted, especially at the high school level. This study examined discipline referral data for one high school in western North Carolina. Results indicated that the PBIS intervention significantly lowered the number of discipline referrals for students. A significant interaction effect was also found between PBIS implementation and ethnicity (White, Black, Hispanic, and Other). Implications, and limitations of the study, as well future directions for research are discussed.

Additional Information

Language: English
Date: 2013
discipline, education, PBIS, positive behavioral interventions and supports, psychology, school psychology
High school students -- North Carolina, Western -- Discipline -- Case studies
High schools -- North Carolina, Western -- Discipline -- Case studies
Behavior modification -- North Carolina, Western -- Case studies
Reinforcement (Psychology)

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