Examining the Level of Implementation of School-Wide Positive Behavioral Intervention Support and Teacher Support of the Program Relative to the Number of Reported Office Discipline Referrals
Date
2021-05
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Austin Peay State University
Abstract
School-wide positive behavior support (SWPBS) is designed to proactively decrease problematic behavior and increase social competency in students (Flannery et al., 2013). This field study examines the level of implementation of SWPBS within a Title 1 school in Middle Tennessee and the effect of implementation level and level of teacher support of SWPBS, known at this school as Response to Instruction and Intervention for Behavior (RTI²-B), on the number of reported office discipline referrals. It is hypothesized that implementation and teacher support of RTI²-B have a positive effect on the number of office discipline referrals reported during the school’s first five years of operation. However, research within this field study yields no substantive difference in either category.
Keywords: School-Wide Positive Behavior Intervention and Support, SWPBS, SWPBIS, RTI²-B, Office Discipline Referrals, ODRs, Implementation Fidelity, Behavioral Support
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School discipline -- Tennessee, Behavior modification