Campus Location

Dallas Campus (Online)

Date of Award

5-2022

Document Type

Dissertation

Department

Educational 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

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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