EdD (Doctor of Education)
Date of Award
Committee Chair or Co-Chairs
W. Hal Knight
Linda Payne, Jasmine R. Renner, Eric S. Glover
There is ever-increasing pressure on school officials to provide a safe school environment that is conducive to learning. There is also a growing concern from teachers and administrators that many students are unrecognized for their continual appropriate behavior(s), in part, because of the attention consumed by both challenging students and students with exceptional talents and abilities. In response, a School-Wide Positive Behavior Support (SWPBS) approach is growing in popularity to address both of these issues. SWPBS is implemented across an entire school population and involves all individuals whether they are challenging, exceptional, or typical. The initial research shows encouraging results and supports the effectiveness of a School-Wide Positive Behavior Support program. This study focused on the development, implementation, and results of a SWPBS program at a rural high school. Data collected included office daily referrals, suspensions, expulsions, attendance, and the number of reinforcers (Mo-Bucks) distributed by staff. Outcome data indicated that compared to the year prior to the SWPBS program's implementation, there was a reduction in office daily referrals, a reduction in expulsions, and an increase in attendance. The results of this 3-year study supported the effectiveness of SWPBS as an intervention for reducing disruptive behaviors at the high school level for typical students as well as for students with special needs.
Dissertation - Open Access
Blevins, Leia Dowdy, "The Use of School-Wide Positive Behavior Support at a Rural High School to Decrease Disruptive Behavior for Both Typical Students and Students Identified with Special Needs." (2007). Electronic Theses and Dissertations. Paper 2063. https://dc.etsu.edu/etd/2063
Copyright by the authors.