An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes

Abstract

The Positive Behavioral Interventions and Support (PBIS) framework is a school-wide program formulated to address discipline and academic performance along with social behavior skills. The framework provides a positive approach to school interventions through creating a normative culture by communicating and supporting student behavior expectations across all school context. I examined the differences among four levels (i.e. high, moderate, low, or none) of PBIS implementation on selected aggregated high school student performance outcome variables from 2007 through 2011. Many PBIS researchers have focused only on how the implementation of the PBIS system impacts the academic performance and discipline rates at elementary and middle school levels. My study may bridge a gap in literature and make the connection between the levels of PBIS policy implementation on student performance variables at the high school level such as the (a) discipline rate, (b) academic achievement rate (i.e. math and reading TAKS pass rates), (c) attendance rate, (d) dropout rate, and (e) graduation rate.

The study was conducted in 10 high schools within one suburban-urban school district. An ex post facto design was used to examine the differences in student performance outcomes among the high schools with varying levels of PBIS implementation. A two factor factorial mixed model ANOVA was used to analyze the data. There was a significant difference in the means of the Dropout Rate between levels of PBIS implementation. There was a significant difference in the means of the Discipline Infraction Rate, Math TAKS Pass Rate, and Attendance Rate across the time span of the study. There was no difference in the means for the Reading TAKS Pass Rate or Graduation Rate.