Campus Location
Dallas Campus (Online)
Date of Award
5-2022
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
Dr. Timothy B. Jones
Second Committee Member or Secondary Advisor
Dr. Andrew Lumpe
Third Committee Member or Committee Reader
Dr. Bruce Scott
Abstract
Abstract
The purpose of this study was to determine how leadership implemented the positive behavioral interventions and supports (PBIS) framework and what conclusions could be ascertained from implementing it. Leadership in southeastern Ohio districts was examined to understand how they used PBIS and if PBIS made significant differences before and after implementation. The comparison included demographically diverse areas (urban, suburban, rural) in southeastern Ohio. PBIS implementation was measured with the School-wide Evaluation Tool (SET) administered to district administrators. The resulting data from the SET and Ohio assessment scores showed no significant difference in PBIS implementation and fourth-grade reading scores of students. The data also demonstrated that the SET results did not always match the responses obtained from interviews. The data analysis results were reported and discussed. The findings were summarized, and recommendations for further research were made.
Keywords: positive behavior interventions and supports, school-wide evaluation tool survey, Ohio improvement process, SET survey, Ohio Department of Education, leadership, staff training, Tier I intervention
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Cottrill, Kacey Ryan, "Positive Behavior Interventions and Supports Effectiveness in Southeastern Ohio" (2022). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 477.
https://digitalcommons.acu.edu/etd/477
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons