The impact of positive behavioral interventions supports on ethnic minority students.

摘要

This study assessed the influence of the Positive Behavioral Interventions and Support (PBIS) discipline system on disciplinary referrals, (ODRs), suspensions, academic improvement and attendance in two rural schools. The influence of the PBIS system on the variables of interest was assessed for all students combined and subsequently between ethnic groups. Faculty and staff received training on PBIS during the first year followed by an implementation year with considerable support from trainers. The third year included continued implementation but with much less trainer support.;Detailed descriptive statistics were computed and graphs were created to visually depict changes in ODRs, suspensions, academic achievement, and attendance. Statistical analyses then were conducted to determine significant differences in ODRs, suspensions, and attendance rates. Although a reduction in ODRs during PBIS implementation was noted, these effects waned during year 3 suggesting sustainability problems. Although suspensions for all students combined were significantly reduced between Year 1 and Year 3, visual observations showed an increase in suspensions for White and African American students in Year 3 again suggesting sustainability concerns. Considerable variability by ethnicity was noted. When PBIS data was examined including all students the effect of PBIS on suspensions masked potential effects for individual ethnic groups suggesting a need for replication studies examining the data by ethnicity. Additional results suggest PBIS may influence student attendance but that PBIS, at least in this research setting, appeared to have little or no influence on academic improvement. Suggestions for further study are presented.