The Impact of Teacher Administered Positive Behavioral Support Interventions on the Behavior and Achievement of Intermediate Level Students Identified with Measured Moderate, Mild, and Low Disruptive Externalizing Behaviors
Date of Award
Doctor of Education (EdD)
Peter J. Smith
Jeanne L. Surface
Neal F. Grandgenett
Students who demonstrated moderate (n = 18), mild (n = 22), or low (n = 46) externalizing behaviors as rated by teachers on the Universal Behavior Screen at the research school decreased the amount of externalizing behaviors displayed in the research school setting. At posttest 61 students scored in the low range, 24 students scored in the mild range and one student scored in the moderate range demonstrating the effectiveness of the school wide positive behavior support program which focused on a positive proactive reinforcement intervention for all students. While posttest NeSA-Reading scores showed no significant improvement, statistical difference was observed for all students who demonstrated moderate, mild, and low externalizing behaviors following two school years of participation in the school wide positive behavior support program on their Fountas and Pinnell instructional reading level scores. Students with mild and low externalizing behaviors MAZE percentile rank reading comprehension scores were statistically significantly different in the direction of posttest score improvement, however, students with moderate externalizing behaviors MAZE percentile rank reading comprehension scores while not significantly different were in the direction of posttest score improvement. Over time, the decrease in externalizing behaviors with reading scores staying the same or improving is a positive outcome for the research school. It should be noted that reading deficiencies continue to be areas of concern for at risk students, even with active participation in a school-wide positive behavior support program and best practice reading strategies. Due to this observation the research school will need to assertively continue to implement the school-wide positive behavioral support strategies that empower students and continue best practice reading interventions and strategies to continue to improve reading proficiency and decrease externalizing behaviors.
Betts, Gregory W., "The Impact of Teacher Administered Positive Behavioral Support Interventions on the Behavior and Achievement of Intermediate Level Students Identified with Measured Moderate, Mild, and Low Disruptive Externalizing Behaviors" (2012). Student Work. 44.
Department formerly called Educational Administration and Supervision.
A Dissertation Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Education Major: Educational Administration.