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A case study of first year impliment...

Deutsch, Alex Jeffrey.

A case study of first year implimentation of positive behavioral interventions and supports in a high school.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	A case study of first year implimentation of positive behavioral interventions and supports in a high school.
作者:	Deutsch, Alex Jeffrey.
面頁冊數:	56 p.
附註:	Source: Masters Abstracts International, Volume: 51-06.
Contained By:	Masters Abstracts International51-06(E).
標題:	Education, General.
標題:	Psychology, Developmental.
標題:	Education, Educational Psychology.
標題:	Psychology, Behavioral.
ISBN:	9781303053801
摘要、提要註:	Disciplinary infractions are a major problem for American public schools. The traditional, punishment-based approach to this problem has proven ineffective. Positive Behavioral Interventions and Supports (PBIS) have shown to be an effective alternative to manage student behavior. There is a large body of literature demonstrating PBIS's efficacy. Often, the positive effects can be observed within one year of implementation. However, very little research examining the demographic break down of these effects within individual schools has been conducted, especially at the high school level. This study examined discipline referral data for one high school in western North Carolina. Results indicated that the PBIS intervention significantly lowered the number of discipline referrals for students. A significant interaction effect was also found between PBIS implementation and ethnicity (White, Black, Hispanic, and Other). Implications, and limitations of the study, as well future directions for research are discussed.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1536587

A case study of first year implimentation of positive behavioral interventions and supports in a high school.
Deutsch, Alex Jeffrey.

A case study of first year implimentation of positive behavioral interventions and supports in a high school. - 56 p.

Source: Masters Abstracts International, Volume: 51-06.

Thesis (S.S.P.)--Western Carolina University, 2013.

Disciplinary infractions are a major problem for American public schools. The traditional, punishment-based approach to this problem has proven ineffective. Positive Behavioral Interventions and Supports (PBIS) have shown to be an effective alternative to manage student behavior. There is a large body of literature demonstrating PBIS's efficacy. Often, the positive effects can be observed within one year of implementation. However, very little research examining the demographic break down of these effects within individual schools has been conducted, especially at the high school level. This study examined discipline referral data for one high school in western North Carolina. Results indicated that the PBIS intervention significantly lowered the number of discipline referrals for students. A significant interaction effect was also found between PBIS implementation and ethnicity (White, Black, Hispanic, and Other). Implications, and limitations of the study, as well future directions for research are discussed.

ISBN: 9781303053801Subjects--Topical Terms:

565457
Education, General.

A case study of first year implimentation of positive behavioral interventions and supports in a high school.
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245 1 2 $a A case study of first year implimentation of positive behavioral interventions and supports in a high school.
300 $a 56 p.
500 $a Source: Masters Abstracts International, Volume: 51-06.
500 $a Adviser: Lori Unruh.
502 $a Thesis (S.S.P.)--Western Carolina University, 2013.
520 $a Disciplinary infractions are a major problem for American public schools. The traditional, punishment-based approach to this problem has proven ineffective. Positive Behavioral Interventions and Supports (PBIS) have shown to be an effective alternative to manage student behavior. There is a large body of literature demonstrating PBIS's efficacy. Often, the positive effects can be observed within one year of implementation. However, very little research examining the demographic break down of these effects within individual schools has been conducted, especially at the high school level. This study examined discipline referral data for one high school in western North Carolina. Results indicated that the PBIS intervention significantly lowered the number of discipline referrals for students. A significant interaction effect was also found between PBIS implementation and ethnicity (White, Black, Hispanic, and Other). Implications, and limitations of the study, as well future directions for research are discussed.
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650 4 $a Psychology, Developmental. $3 423101
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1536587

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