Program
Special Education M.A.
Year Approved
2019
First Advisor
Mrozinski, Jan
Abstract
This literature review examines the relationship between PBIS interventions and the effectiveness of implementation on factors that hinder academic success for students receiving special education services. The factors of focus included office referral rates in regards to student behaviors, attendance, on task behaviors, and motivation for students. Research was reviewed of school-age students and trained vs untrained school staff. PBIS was implemented with varying degrees of fidelity based on staff development opportunities as well as the amount of time that was given to implement. The studies reviewed indicated that when PBIS was implemented with high levels of fidelity, there were increases in academic achievement and decreases in problem behaviors for all students. This research has shown that when interventions such as PBIS are implemented school wide, it is directly correlated with positive outcomes for students as well as school staff. Continued staff development opportunities are encouraged to ensure the sustainability of PBIS and that implementation is delivered with fidelity.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Keenan, J. L. (2019). Positive Behavioral Interventions and Supports and Academic Achievement in Students Receiving Special Education Services [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/345