dc.contributor.author	Diaz, Francisco L.
dc.coverage.spatial	United States, Georgia	en_US
dc.coverage.temporal	2016-2017	en_US
dc.date.accessioned	2019-09-09T16:45:41Z
dc.date.available	2019-09-09T16:45:41Z
dc.date.issued	2019-05
dc.identifier.other	753B08BD-1226-2D98-4179-9A65FC2657EC	en_US
dc.identifier.uri	https://hdl.handle.net/10428/3940
dc.description.abstract	Schools across the United States are constantly looking for ways to improve student achievement and behavioral outcomes since student achievement scores continue to remain low and behavioral incidences continue to rise. Positive Behavior Interventions and Supports (PBIS) is an implementation framework with the purpose of improving academic and social behavior outcomes for all students. The purpose of this study was to investigate the impact that PBIS has on student reading achievement and student discipline and to reflect on whether the Georgia PBIS model builds capacity as schools’ progress from installing status to operational status. The study used a mixed methods approach with a sequential explanatory design. A sample of 661 schools in Georgia were selected for the study. The quantitative portion examined discipline and Georgia Milestones Assessment System data (GMAS) from the 2016-2017 school year. The qualitative aspect of this study examined responses from 12 principal interviews regarding their perception of PBIS, and the results from the quantitative portion of the study. Results indicated a significant difference in the number of referrals as schools move from an installing PBIS school to an operational PBIS school. Results did not find any significant differences between PBIS status and percentage of students reading at or above their Lexile level and PBIS status and percentage of students scoring either a Level II, Level III, or Level IV on the GMAS in third grade. However, the findings for fourth and fifth grade did support that the overall Georgia PBIS framework builds capacity as school’s progress toward the operational status. Overall, the results revealed a school must reach the operational status to achieve the best results. Keywords: Keyword 1: PBIS Keyword 2: LEXILE Keyword 3: Reading Achievement Keyword 4: Discipline	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 -- Overview 1 -- Conceptual Framework 4 -- Problem Statement 7 -- Purpose of Study 8 -- Research Questions 9 -- Methodology 11 -- Definition of Terms 11 -- Organization of Study 12 -- Chapter II: LITERATURE REVIEW 14 -- History of PBIS 14 -- Systemic Change 16 -- Disciplinary Issues within Schools 19 -- Student Engagement 22 -- Reading Achievement and Problem Behaviors 25 -- Measuring Reading Achievement 26 -- Implementing Schoolwide Positive Behavior Support 29 -- Outcomes of PBIS 32 -- Georgia Department of Education PBIS Model 35 -- Summary 37 -- Chapter III: METHODOLOGY 38 -- Research Questions 38 -- Research Design 40 -- Participants 42 -- Quantitative Component 42 -- Qualitative Component 42 -- Instrumentation 43 -- Quantitative Component 43 -- Validity 44 -- Reliabililty 45 -- Qualitative Component 46 -- Data Collection 47 -- Quantitative Component 47 -- Qualitative Component 48 -- Data Analysis 48 -- Quantitative Component 48 -- Qualitative Component 52 -- Summary 52 -- Chapter IV: RESULTS 54 -- Quantitative Results 56 -- Demographic Characteristics of the School 56 -- Results by Question 58 -- Qualitative Results 92 -- Participants 92 -- Demographic Characteristics 93 -- Results by Question 96 -- Interview Questions 97 -- Summary 112 -- Chapter V: DISCUSSION 114 -- Literature Review 115 -- Methodology 119 -- Results 121 -- Quantitative Findings 121 -- Qualitative Findings 132 -- Limitations and Assumptions 141 -- Suggestion for Future Research 142 -- Conclusion 143 -- REFERENCES 148 -- APPEDNIX A: Letter to Expert Panel 160 -- APPENDIX B: Expert Panel Review Results and Interview Questions 162 -- APPENDIX C: Email Inviting Principals to Participate in Research 169 -- APPENDIX D: Informed Consent Form 171 -- APENDIX E: Institutional Review Board Protocol Exemption Report 174.	en_US
dc.format.extent	1 electronic document, 185 pages.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Case studies	en_US
dc.subject	Discipline	en_US
dc.subject	Lexile Framework for Reading	en_US
dc.subject	Reading (Elementary)	en_US
dc.subject	Special Education Programs (U.S.). Technical Assistance Center on Positive Behavioral Interventions & Supports	en_US
dc.title	Positive Behavior Interventions and Supports Influence on Elementary Student Discipline and Reading Achievement	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Pate, James L.
dc.description.committee	Brockmeier, Lantry L.
dc.description.committee	Siegrist, Gerald R.
dc.description.committee	Cole, David L.
dc.description.committee	Cruz, Becky K. da
dc.description.degree	Ed.D.	en_US
dc.description.major	Educational Leadership	en_US