Theses and Dissertations

Advisor

Fincher, Mark

Committee Member

Carter, Amy

Committee Member

Leffler, Jeffery

Committee Member

Bates, Toby

Date of Degree

8-7-2025

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Education (Educational Policy and Organizational Policy

Degree Name

Doctor of Education (Ed.D.)

College

College of Education

Department

College of Education

Abstract

Positive Behavioral Interventions and Supports (PBIS) is grounded in behaviorist theories, particularly Skinner's operant conditioning, which suggests that positive reinforcement can shape behavior over time. PBIS uses a tiered system to address student behavior, providing universal support for all students (Tier 1), targeted interventions for students who need more support (Tier 2), and intensive, individualized interventions for the few students who exhibit the most significant behavioral challenges (Tier 3). The literature on PBIS generally supports its effectiveness in reducing office discipline referrals, suspensions, and expulsions, as well as improving student behavior and overall school climate. Research specific to Title 1 schools, however, presents mixed results. While some studies indicate that PBIS can be successful in high-poverty schools by fostering a more positive school climate and reducing problem behaviors, others highlight challenges related to the implementation of the system, including a lack of resources and insufficient staff training. Additionally, the long-term sustainability of PBIS in economically disadvantaged settings is questioned, with some researchers calling for more comprehensive strategies that address the underlying social and emotional needs of students in these environments. This project aims to fill a gap in the current research by focusing on the long-term effectiveness of PBIS in Title 1 schools, particularly how it impacts both student behavior and academic outcomes over time. By examining existing programs and collecting data on key performance indicators, this study will contribute to the understanding of PBIS’s role in Title 1 schools and offer insights into potential areas for improvement in its implementation and effectiveness.

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