Date of Award
The purpose of this thesis is to examine the history, characteristics, and efficacy of Positive Behavior Interventions and Supports (PBIS) as a substitution for traditional exclusionary discipline practices in response to negative and disruptive behavior in schools. Disruptive behavior is a significant concern for classroom teachers; effective solutions for minimizing disruptions are necessary to curb teacher burnout and improve attrition rates. PBIS relates to an implementation framework as opposed to a singular behavior program, therefore schools have a multitude of intervention options when adopting a PBIS approach to behavior. Three PBIS strategies (restorative circles, token economy, self-monitoring of performance) are described and evaluated in this paper to illustrate PBIS principles in action. Results of the review of literature indicate a strong association between PBIS and improved outcomes for students both in academic achievement and behavior, which in turn have a positive impact on teacher perceptions of self-efficacy.
George, Meredith, "Positive Behavior Interventions and Supports" (2020). Honors Theses. 1500.
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