Date Approved

7-19-2012

Document Type

Thesis

Degree Name

M.A. School Psychology-Professional School Psychology

Department

Psychology

College

College of Science & Mathematics

First Advisor

Dihoff, Roberta

Subject(s)

School discipline

Disciplines

Child Psychology | Student Counseling and Personnel Services

Abstract

The purpose of this current study was to (a) evaluate the effectiveness of a school-wide positive behavior support program in an elementary school based on the decrease of discipline referrals earned by the students in grades 3-4 (n=43) and (b) find a relationship between discipline referrals earned by each student in the pre-intervention year and the total amount of discipline referrals earned by each student in the post-intervention year were the discipline variables. The scale math and language scores attained by each student for the pre-intervention year and the post-intervention year were the academic variables explored. A Pearson Correlation test revealed a significant relationship in the decrease of discipline referrals between the two years; yet did not find a significant correlation between the discipline variables and the academic variables regardless of the overall increase in academic scores. Implications for future research on school-wide positive behavior support and adademics are discussed.

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