Impact of Positive Behavioral Interventions and Supports in California High Schools Year Three and Beyond: A Semi-Replicated Mixed-Methods Study
Date of Award
Doctor of Education (EdD)
Purpose: The purpose of this mixed-methods study was to determine what differences
existed between pre- and post-PBIS implementation on suspension rates in California high schools. A further purpose of the study was to determine how experienced high school administrators described the impact of PBIS on their school sites. Methodology: This mixed methods study identified 15 California public schools for data collection and five principals for interviews about their perceptions of the impact of PBIS on their campus. The schools and principals were chosen due to proximity to the researcher. The researcher collected quantitative data from the schools and qualitative data from the principals. The difference in pre- and post-PBIS suspension data was tabulated t-tests were calculated. The interviews were transcribed and coded for themes. Findings: The quantitative data revealed a significant decrease in suspensions rates from pre- to post-PBIS implementation. Qualitative data indicated PBIS had a perceived impact in behavioral outcomes for most high schools. Adversely, administrators reported PBIS was difficult to maintain over multiple years with the same level of engagement as initially observed among teachers.
Conclusions: The study results indicated teacher buy-in was necessary for successful implementation. The study also found sufficient time is needed to change the culture of a school. Finally, support from the district is necessary for success of PBIS.
Recommendations: It is recommended further studies continue at the high school level with consideration for the opinions of the teachers. Furthermore, it is recommended a study be conducted to determine the cost effectiveness of PBIS from a district perspective.
McGarrah, Jolene, "Impact of Positive Behavioral Interventions and Supports in California High Schools Year Three and Beyond: A Semi-Replicated Mixed-Methods Study" (2019). Dissertations. 294.