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SCHOOL-WIDE BEHAVIORAL SUPPORT: A THEORY-BASED PROGRAM IMPLEMENTATION STUDY OF POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT

MURDOCK, DANIEL P., SR.

Abstract Details

2007, EdD, University of Cincinnati, Education : Special Education.
The primary objective of this study was to substantiate implementation fidelity of the Positive Behavioral Interventions and Support program (PBS) employed by a school district. The investigation utilized a mixed-method theory-based evaluation to examine the extent to which the PBS program had been implemented in comparison to predetermined goals and objectives. The evaluative measures were employed within a three-phase framework (pre-adoption, delivery and post-delivery) to systematically monitor program implementation. Quantitative and qualitative findings, both formative and summative, provided on-going guidance for the program. PBS is the application of a broad range of systemic and individualized behavior approaches to achieve socially important behavior change and learning outcomes while preventing problem behavior with all students. District stakeholders chose to implement school-wide PBS in an effort to maximize academic achievement and to create and sustain safe and orderly environments in a unified and common system by identifying, adopting, and sustaining research-validated behavior management practices, policies and systems. Classroom specific behavior management was enhanced with the integrated implementation of selected content from the Classroom Organization Management Program (COMP). Results demonstrated a successful first year of program implementation. A substantial quantity of items central to school-wide PBS had been adequately established. The value of theory-driven program evaluation was supported. Collectively, findings indicated that both the planned intervention and implementation support system were satisfactorily implemented. Specific items for which reservation was experienced were identified for action planning by team leaders. District stakeholders committed to the model and began to experience the benefits of their program in terms of developing and maintaining a positive school environment for all students. The PBS provided the opportunity for more effective teaching and the provision of more support to individual students with challenging behavior. Suggestions regarding next steps for the PBS field of study and appropriate courses of action for the immediate district were offered. Findings from this study may contribute to the school-wide behavioral support knowledge base by demonstrating theory-based program evaluation and enhancing our understanding of the procedures pertinent to PBS program implementation.
Dr. D. Michael Malone (Advisor)
280 p.

Recommended Citations

Citations

  • MURDOCK, SR., D. P. (2007). SCHOOL-WIDE BEHAVIORAL SUPPORT: A THEORY-BASED PROGRAM IMPLEMENTATION STUDY OF POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196103714

    APA Style (7th edition)

  • MURDOCK, SR., DANIEL. SCHOOL-WIDE BEHAVIORAL SUPPORT: A THEORY-BASED PROGRAM IMPLEMENTATION STUDY OF POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT. 2007. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196103714.

    MLA Style (8th edition)

  • MURDOCK, SR., DANIEL. "SCHOOL-WIDE BEHAVIORAL SUPPORT: A THEORY-BASED PROGRAM IMPLEMENTATION STUDY OF POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT." Doctoral dissertation, University of Cincinnati, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196103714

    Chicago Manual of Style (17th edition)