Document Type
Dissertation
Date of Award
5-2023
School/College
College of Education (COE)
Degree Name
Ed.D., Curriculum and Instruction
Committee Chairperson
Delilah Gonzales
Committee Member 1
Ingrid Haynes-Traylor
Committee Member 2
Lacey Reynolds
Committee Member 3
Holim Song
Keywords
• Behavior Management • Disabilities • K-12 Education • Positive Behavior Interventions and Supports • Special Education
Abstract
The purpose of this study was to examine the impact of positive behavior interventions and supports for students with disabilities on school campuses compared to campuses that do not utilize PBIS. Specifically, the researcher sought to determine if campuses implementing PBIS impact students with disabilities academic performance on STAAR Reading, ENG I, ENG II EOC, attendance rates, and discipline outcomes compared to campuses that do not utilize PBIS. A causal-comparative research design was used in this investigation in an attempt to identify a cause-effect relationship between two groups. Data was provided by the urban school district to the researcher and downloaded into the statistical package for the social sciences (SPSS) version 27 to analyze the data. An independent sample t-test was employed to determine whether there was a difference between STAAR Reading, ENG I, and ENG II EOC test of campuses that implement PBIS for students with disabilities and those that did not utilize PBIS. All hypotheses were tested at the .05 level or better and used as the criterion for accepting or rejecting the null hypotheses. Analysis of results indicated that a significant difference did not exist between STAAR and EOC English I and English II test scores for campuses that implement positive behavior interventions and supports to students with disabilities and campuses that do not utilize PBIS. A statistically significant difference was found to exist between the middle school attendance rates during the 2019-2020 school years and high school attendance rates during 2020-2021 for campuses that implement positive behavior interventions and supports to students with disabilities and campuses that do not utilize PBIS. Likewise, a statistically significant difference was found to exist between the middle school discipline outcomes during the 2019-2021 school years and high school discipline outcomes during 2020-2021 for campuses that implement positive behavior interventions and supports to students with disabilities and campuses that do not utilize PBIS. Moreover, a significant difference did not exist between high school discipline outcomes during 2019-2020 school year for campuses that implement positive behavior interventions and supports to students with disabilities and campuses that do not utilize PBIS.
Copyright
Copyright © for this work is retained by the author. Any documents and information presented are protected by copyright under US Copyright laws and are the property of the author. All Rights Reserved. For permission to use this content please contact the author or the Graduate School at Texas Southern University (graduate.school@tsu.edu).
Recommended Citation
Jones, Anthony Christopher, "The Impact of Positive Behavior Interventions and Supports on Students with Disabilities" (2023). Dissertations (2016-Present). 69.
https://digitalscholarship.tsu.edu/dissertations/69