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

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dc.contributor.authorJones, Bethany Lois
dc.date.accessioned2023-03-30T16:33:42Z
dc.date.available2023-03-30T16:33:42Z
dc.date.issued2021-05
dc.date.updated2021-08-02T19:08:28Z
dc.description.abstractSchool-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 Supporten_US
dc.identifier.urihttp://hdl.handle.net/20.500.11989/12755
dc.language.isoenen_US
dc.language.rfc3066en
dc.publisherAustin Peay State Universityen_US
dc.subjectSchool discipline -- Tennesseeen_US
dc.subjectBehavior modificationen_US
dc.titleExamining 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 Referralsen_US

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