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An examination of the relationship between the presence of critical components of classroom positive behavior support an...

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Material Information

Title:
An examination of the relationship between the presence of critical components of classroom positive behavior support and student behavior
Physical Description:
Book
Language:
English
Creator:
Ern, Gregory S
Publisher:
University of South Florida
Place of Publication:
Tampa, Fla
Publication Date:

Subjects

Subjects / Keywords:
PBS
Classroom-level
School discipline
Key features
Teachers
Dissertations, Academic -- Interdisciplinary Education -- Doctoral -- USF
Genre:
bibliography   ( marcgt )
theses   ( marcgt )
non-fiction   ( marcgt )

Notes

Abstract:
ABSTRACT: This purpose of this study was to assess the relationship between the presence of classroom components of positive behavior support and student behavior outcomes. Data were collected using the Tool for Assessing Classroom Level-Positive Behavior Support (TACL-PBS) developed by Ern (2004) to assess the presence or absence of critical components of positive behavior support at the classroom level. Descriptive data on the instrument including the internal consistency, interrater agreement, and concurrent validity were analyzed and are included in this report. Forty classrooms from ten diverse elementary schools in three school districts were selected to participate in this study. Office discipline referral (ODR) information and rates of on-task behavior were collected for each classroom and were correlated with the presence of the classroom components. Data were collected using teacher interview, student interview, and direct observation methods. In all, 40 teacher intervie ws, 116 student interviews, and 39 classroom observations were conducted as part of this study and the information was used to provide evidence of the presence or absence of classroom PBS components. Given that the TACL-PBS uses three independent methods for data collection, the study was also interested in the usefulness of each method. The data revealed that the correlational structure of the instrument is strongest when scores from all three methods are combined. Results indicated low to moderate correlations between the components assessed by the TACL-PBS and student outcomes (i.e., discipline referrals, rates of on-task behavior). A significant, negative correlation was found between the consistent use of classroom management practices by teachers and ODR's. Results also indicated that as the teacher use of classroom management practices (as reported by students) increased, rates of student on-task behavior increased. The presence of preplanned and sequential procedures for respon ding to behavioral violations (i.e., consequence system) had the second highest relation to the numbers of discipline referrals in a classroom. The study also found that the fidelity with which school-wide PBS was being implemented at the building-level did not significantly relate to implementation at the classroom-level. Discussion focuses on theoretical and practical implications of the current results, limitations, and directions for future research.
Thesis:
Dissertation (Ph.D.)--University of South Florida, 2006.
Bibliography:
Includes bibliographical references.
System Details:
System requirements: World Wide Web browser and PDF reader.
System Details:
Mode of access: World Wide Web.
Statement of Responsibility:
by Gregory S. Ern.
General Note:
Title from PDF of title page.
General Note:
Document formatted into pages; contains 112 pages.
General Note:
Includes vita.

Record Information

Source Institution:
University of South Florida Library
Holding Location:
University of South Florida
Rights Management:
All applicable rights reserved by the source institution and holding location.
Resource Identifier:
aleph - 001796682
oclc - 156446824
usfldc doi - E14-SFE0001590
usfldc handle - e14.1590
System ID:
SFS0025908:00001


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Full Text
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An examination of the relationship between the presence of critical components of classroom positive behavior support and student behavior
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by Gregory S. Ern.
260
[Tampa, Fla] :
b University of South Florida,
2006.
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ABSTRACT: This purpose of this study was to assess the relationship between the presence of classroom components of positive behavior support and student behavior outcomes. Data were collected using the Tool for Assessing Classroom Level-Positive Behavior Support (TACL-PBS) developed by Ern (2004) to assess the presence or absence of critical components of positive behavior support at the classroom level. Descriptive data on the instrument including the internal consistency, interrater agreement, and concurrent validity were analyzed and are included in this report. Forty classrooms from ten diverse elementary schools in three school districts were selected to participate in this study. Office discipline referral (ODR) information and rates of on-task behavior were collected for each classroom and were correlated with the presence of the classroom components. Data were collected using teacher interview, student interview, and direct observation methods. In all, 40 teacher intervie ws, 116 student interviews, and 39 classroom observations were conducted as part of this study and the information was used to provide evidence of the presence or absence of classroom PBS components. Given that the TACL-PBS uses three independent methods for data collection, the study was also interested in the usefulness of each method. The data revealed that the correlational structure of the instrument is strongest when scores from all three methods are combined. Results indicated low to moderate correlations between the components assessed by the TACL-PBS and student outcomes (i.e., discipline referrals, rates of on-task behavior). A significant, negative correlation was found between the consistent use of classroom management practices by teachers and ODR's. Results also indicated that as the teacher use of classroom management practices (as reported by students) increased, rates of student on-task behavior increased. The presence of preplanned and sequential procedures for respon ding to behavioral violations (i.e., consequence system) had the second highest relation to the numbers of discipline referrals in a classroom. The study also found that the fidelity with which school-wide PBS was being implemented at the building-level did not significantly relate to implementation at the classroom-level. Discussion focuses on theoretical and practical implications of the current results, limitations, and directions for future research.
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Dissertation (Ph.D.)--University of South Florida, 2006.
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Text (Electronic dissertation) in PDF format.
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Adviser: George Batsche, Ed.D.
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PBS.
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School discipline.
Key features.
Teachers.
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Doctoral.
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G8 rrnnnnnrrn rr"n rr(rnn0*rnrr 2rE+n nnn+r+rnrn !r-!5n6-!56/-%2 rn"rrr2rr)#rr -F ,8 8.8 -G ./ 8, .. -F 0 8E0 ,A0 .F rn2r2rr)#rr ,.9 0 8/ -/ ,FV .9 0 8F -E -0 890 890 89 rrr2rr)#rr 8G .. ,,,V -8 .. ./ .G 8F 80 -E -A nr!rrrr2rr)#rr 0 .. 8, 0 .G0 .8 0 .80 -,0 8F0 ., 0 -,0 8A -E 0 -8 nn%rrr2rr)#rr 0 ,FV 0 .A 0 ,/V 0 AGVV 0 .F 0 ,GV 0 .G 0 ,EV AAVV 0 .E 8/ 8/ 2nnrr2rr)#rr 0 8G 89 0 .-0 8A 0 8, -A 0 8A0 8A .F 0 ./0 -G0 -. 1n ?"=r>Inrrrrnrrn nnnrn L ?"=n>Inrrrrnrrn nnrnLNn0 *Irrnrn0*nnn rn V R -Grr VV R -8

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G. 2nrnrnrrrrn nr(r;rr rrnrnnrrn?"Jr nn0*rn #r. rnnnrnr n r(rn rrrrrrnr rr 2rnnnn nrrrrnnrr nnnrrn?"J nrrnrrrn? "J (rnr nnnnrnrrrr r= r (?"r>nr rrrrn nrrrrr nrrr r r *"n rnn;rr ;rrr rnnrrrr=r0>2rnrrr#r.,rrr nrrrrrrn ;rn(rnnnnn n rnrr rrrrnrrrr(?"n rnn0*rn n rrnrnnrrrrrrr r=I0 -E>

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GG 2rF !nn&""n"n3n&n -rn '.n3n&!&2nn9 2nnr.A ,9. A.AAAG "n=rn"rr>. E/ G/0G/0F 8 "n=rn2>. ,9 /9//-9"n=rr>A GG 99-A08 -E"n"=nr!rrr>9 F. F/0,F0F."n=nn%rr>/ /E8 .G,.0. A ?r"rrr=r>. ,G, --8 .88 -F ?r"rrr=n>A A,G ,E8 9E. /rrnr?02*9/ E98G90A908E 1n ?"J=r0>nrnrnrrnr 2rnrnrrrrrrn rrrrrrrn rnrn(rnr 2rnrnrrrr nrn"rrrn2 =I AA(R -8> 3nrnrnrnrnrrnnr 2rrnrnn rrrrrrr2r82r87nnr"%+,( &!r!r>= 8 rn"rr8 -. rn2 AAVV 8 -, rr .A ,88 --A nr!rrr -8 ,-/8 --G nn%rrH2rr*0 8, .A0 -A .,8 -VV R -8 $rrrnr=rnnrn nrnrn>( rrrnnr "r nrr;r=3IA->(

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G/ r= r (rHn>nnrrrr nrrrn rn 2rrnr(rnr rn0rrn 2*rnrr(rnr!rr A/( nr.GNnrrnr rrrrrrr nrn 2rrrrrr rrrnrrrrr 4 nr("n=nn%rrH2rr *>rr nnrrrr=XI0 ,G( R -G>(nnr"n"=nr!rr r>=XI0 .-> 2rrnnrrn rrnrrr(r nrnrnrrr 2rrnr rrnrnr2r 82*rnrr("nnnr n8,Nnrrrn n0*rn 2nrrr nnrr rnr !rrnrnrrnrr nrnrrn "n=nn%rr>!rnr n8-Nnr ?"J("n=rr>"n"= nr!rrr>r nn,N 2r!rrnr nnrnn0*rn rrrrr(nrn rrnrr nnnrrrrr

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G9 2r88 3nn"nn""n"n 3n =3I,F> -!A/-2 !r B&Cnnr +n B&Cnnr +n %rS -/ --0 .A -A %rS 8, -80 8G -8%rS 8F -, 8/ -.%rS"0 .-,0 -8 --%rS0 ,GV 889 -, 1n D I .A/n?"JL D I 8,V R -G rrnnnr nr nrnrnrr rnrn nrnr nnn rn n("nnnrnn r.ANnrr ?"J "n=rn2>rr rrnn?"J=XI G,( R -G> 2rrnnrr(nrr(n r "n"=nr!rr r>nrrn?"J=XI 0 ,.( R -G>rrnnr nrnrnrr r nnrnnr .ANnrrrnn0*rn r @nrr("n =nn%rrH2rr*>r rrrnnrrrrn rn0*=XI AA( R -G> 4n=n>nr nnnnrn r rrnnrn,,Nnr r?"J 4nr("n =nn%rrH2rr*>nn rrrrrnn ?"J=XI0 A9( R -G> 3nnrnrrrr "nnnrn8,N nrrrnn0*

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GE rn :*rrrrn("nr rrrnnrnn0* rn=XI0 .,> @nrr(rrn rrnnrr rr 3nrnrrnrrr rrnrnn0* rrn #nr 9*rn (nnrnnr 8/Nn rr?"J nnrrrr rnn?"J=XI .,>(nrnrrn rnr)#rnrr nnrnnnr ?"J rrnn 2r8.&rr3nn"n7"# !+n3n -!A/-2 !r B &Cn&nr (+n B &Cn&nr (+n %nr8'r4rr%rn=3I88/> rn"rr rn2 rr" nr!rrr nn%rrH 2rr* -/ G,V 0 -F 0 ,.V 0 .A -.8 -8 -F -G 0 -8 0 -. .. 0 88 AAV ---A -8 8F D I ,A D I .A %nr.'2rr4rr%rn=3IA-> rn"rr rn2 rr" nr!rrr nn%rrH 2rr* 8F ,, 88 0 -8 0 A9V -, -E -8 -8E 0 8G 0 -F 8, 0 8-0 ., -. -8 -. -8 -A D I ,, D I 8, %nr,')r#rr%rn=3I,F> rn"rr rn2 rr" nr!rrr nn%rrH 2rr* 80 8G ., 0 -F0 8/ -8 -. -G -8 -. 0 .F 0 890 -8 8G 8-9 -. --. -8 D I 8/ D I 8G 1n V E -G

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GF "nnnrnnr 8GNnrrrn n0*rn("n=rn"r r>rrrrnn rrnr=XI0 .E> 3nrnrr rrrnrrnr rrrr 2r88nrn rrrnr nrnrn rrBrnC, "n=rn 2> 2nrrrnrrrnnJn rnr2:0r nnJnrnr<0?B(?Brrr rnn 2n;rr (rrnrrrn rA-0rr= r (nn> rnnn8-0rrnr? Bnr 4nrn(rnr nrnnnrnnrrn rnrrr8r nr nrrrrrnrr nnrnrrrnrn

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/A 2rrnr(nnJnrr rrnn(r2:0r nnnnnrrn $?"Jrnrrnnn nrrrrrrn rnrrnnr ?r rrr=?"J>rr!r rrrnnrrrrn nnrrrrnr nrrnnr 4(@0 *rr =rr>nr nnnrr(rn9GNnr r(rrnnn ?"rrrrrnr *r=.--->r nnrnnrrnrnrn nrrnr rrnrrnn* nnrrrnn nn rr%r*Jr nnn rn*nrrrnnnnn rrnrn?"J #nrr(nnnrnn rn?"rr nrnrrrrnn nnn #rnr(< "r*=8FFE>rnrrnrn rn?"rn rr!rnrrnr !rrrrrn rnrrnrnrnn rrrr nr rrrnrrn?"J( rrrnrr nnrnr=nr(.--/L2n0rrK )(.--->

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// nrrn 2(nrn rrrrrrrrnr rrrrnnrrrn rrrr (nr!rnrnrr nnrrrrrnnrr nn0rr nnrr #nJnrrnnn&rr nrrrrrr nnr&n= r (n0 r(?">rn =nn0r>rnrr n (nnrrnrnrrn nnrnnrnr nnr= r (nn rnr(nrnn(nr rnnr(r > rr rnnnnrn n&nrrr 3nrrr(rr!rn n?"Jrnn0rr(n nrnn0rr #nrr(nr r!rnr rrrQ@nrr nnnQ2nnQ 4nnr;rnrn"n =rn2> nrnrrnnrrnn r @nrr =.--A>nr nrrrnrrn rrrrnrr rnrnnrnrr r rrrnr+ "nnr=rnnn(+G(.--/>n rrnrr rrnnrrrn r 2r rnnnnrr rnrnn rrrrrnn @nrr( nrnrnn rnnnrnnrr rrrJ*r

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/9 nnrrrr=rr"n nr2:0> nnrrnrnnr rrr=I0 ,E(R -G> 2(rrrrrrrJrn nnnnrr rrr(rrnrrr nnnrrr nrnrrnnrrrr rrr2:0 rrrrJrnrn;r rnrnnnn( rrrJrnrrrn0r r rrnrrr nnnrrr nrnrn rr=nrrrr> rnrrrrr =rr (8FE,LrnKr(8FE.> <( D"r@rr(rn =.--A>rnrr nn*r rrnrr nrnnrrrnrrnrr rrrrn rnrnnrrn rrr nrrnrr r?"rrrnrrn rrrnr nrnrn=rr3rn(n(K (8FF/> 2r rnrnnnnnnr rnn0n0*rn 4 nr;rnnrrn nnrr nrrrrrrnn0*rn nnnrr nnnr rnnrrnrnrrr rrrrnn nnrnnrnn0*r rn @nrr(r nrnnnnnrrr( rnrrnrr

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/E rrrrrnr2:0rrnr rrrrrnrr nnrrnn0*rn ?r rrnnrr 4nrn(nrrr rnnnrrrrr rnrnrnrr n(r rrrnrnrrrr rrrrnrnnrr(rr rnrrrr nrnrnrnrnr rnrnrrrn #rrnnrnr nrnnr 4nrnnr"n =nn %rrH2rr*>nr nnnrn n nrr=I AA( R -8>rrnr(rnn0* rn 4nr n(nnnrrrr rnrrrrnnn rr*nrnrrr(r rnn0*rrn rrnrr 4*rrr nnrrrrr *nrrnnr(rrrrnnn rrr*(rrnr rrrrrrrnrr rr nrr rrrrnnrrn0*r nr=%)rrK<( 8FF-L<*rKrrn(8FF-> 2rnr nnrnr rrrJnnrnrn rrrrrrr rnnr*rrr=)#>nr nrrrnnrr nnrnrnrrrrr rrn 4nnrrrrrrrr nnrrrr nrrnnr rrnrnr nrnrrr rrnrrnrrrrn nnnnr

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/F rnrr 2r=.--A>rn rr2:0 rrnrrrnrr r0rnrrrn nrrrrrr=r02 r( nrn rrrrrrnrrnnrr rrr&nnn rr rrrnrr!rn(r rrrJrn rnnrrrnr rrrrn nrrrrn 4 (rrnnr r5nnr6n nrn0*rn rr 2r rrnrnn rrr"n=nn%rrH2rr* >r?Bnrr rrrr?Bnrnr rrrnnn rr 4nrrrrnn nrrrnrr rr(nrr nnrrrrnnr rrrr ?r nrrnrnn rrrnn 4n *nnrrrrrrrr

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9rrrrnrrrnrrn nrrrrrrr nn "rn:n rrrnrrnn rrrn 2n rnrrr=.A> 2rrnr(rrnr rr;rnnrrrr( rnnrr
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9. nnrnn #r rrnrrnr nnrnrrnnr n=nrr(rr8G0 rnrn>nrrnnr rA-Mrnrn n(rrrn;rr nrr(nr*rnn rrrrnrn rnrr "rnrrrr;rr (rrrn nnrnrrn nrnr2:0 nrnnr rrr r!rnrrrrr rrnrrnr rnnr ((n =.--,>nrnrnnrr rr;rrrr( nr8G&rnrr rrrr rrn $rr(n r.G-nnnrrrr nn "rnn#rrr 2rnnnrrr nrrrnn nnrnrnnnr "rr rnr r(rrrrnnr nnr nrrr0rnnrrrn rrrnnrrn nrnn rrr nrrrrnr nnnrr n rrnrnrn rrrrnrrrrn nnnnrr

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9, nnr r(rrrrnr rrrn nnrnrrrrn rnr 2nrrrnrnr rnrn rnr2:0(rnrn rrrrnrnr rnrrHr rrn (rrr rnrnrr nrrrrr nrr(nrrnnrnn rn(nn rrnrrnnrr rnr=nrr( n"nnrrnrr> nrrnr rrnrnr 4nrn(n rnrrn0 rrrrrrrnr n(nrr nrr 3nrrr(nr nrnrnrnnr rrnr2:0nrrrr rrrr= r ( n>nrnrnrrn n #(nrnn rrrrnn0 rrnrnrrr # rrrrnrn rrrrrrnnn rrrrr nn0rrnnrrn= r (nnnnn0 nn>

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9A #3 r(2 % (%n( @ (K@nr( 2 =8FE9> Hnrr rnrnnnr'4nn n0nnrn nnr (" n (8-8=.>(.8,0.,. r(" % ( nrrrnnr rn n n8 8(F80F9 r*r(< K2n(" =8F/E> r(r (n'rrn rrrnnn n n8 8(8,F08Grr(" =8FEG> rrnnr '2rrrnr nnnrrnrrnn 4 K@ r= >( nn#$nr& (?n(#:'rr n(+ =8F9F> 2rrrnr r #,nn (,9( ,,0,E n(+ =8FE8> 2rrr'n nn# nn8 G8=8>(G0,. n(+ Knn(2 : =8FE/> 2rrrn rrrr 4% ( .2nn%n" =,r >= ,.E0,,9> 3r On*'%% r( (2nrr( (n( =.--,(% > %nrnnn4 nnn.n nnrr

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9/ r( (rn( (Krn(: =8FE-> rrrrrr nrnnr %n#nrn&8 E-(.8F0.,8 r( 2 (Knr(: % =.--8> nn rr'n rnnnnnrr rn # ("8?8 8-,088, nr(+ 2 = > &2nnnnnrr"nrn rrr%A( .--,(nrrn(23rn rnrn.n $r($rnn#n 2 rn( % Kr( 2 =8FE.> rr rrrrnr nnr&nr #("8 9A(AEG0 AFE #nnrrnnn&r($r nn#n(2 =.--.( %> (n n&4+rnnnnrn % rrr E(.--.(nr#:n&r &n nr2 rrr%,-(.--G(nr #:n&r #nn4 =9 r > nn'n

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9E @nr( @ (( (:r0r(2 (K2n( < =.--8> 2rnn0 rrnrrn n#r n!n G 8=A>(990F/ @nr( @ (2n( < (:r0r(2 (4( : ) (( (Kn(+ =.--A( 2rnn0rrnnn= 2>'rrrn rnn0rnrrnn (n n 7nn (/=8>(,08. 4(: (2n(2 (r(+ (( (D r( =.--A> Dnnr rrrrrrnnn0 rrn rrnnn0rrnrrn (n n 7nn8 /=,>(,A0G. 4"H43rn* =.--A> #nn5*G;>6 rn rrn*0 n +nn(2 (nr( (Krr( ) =8FF/> "rnrrrr nrnrrrnrr rrn & ("nn8 .G=.>(8FF0.8A )r(: K%;( =.--A> nn*r rnnn0rrn n n!n )n(@ % (Kr( % =8FFG> n&r@ 4D';nnnr n0*rrr &("nn8 .A(G9F0/-, )n(+ =8F9-> !n"r"nrnr 3rOn*'@n( r(
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9F :( (:r0r(2 (K( =8FFE> 2rrrrnn' nn n#8 E(.AG0./. :nrr( (rr( % (:r( (Knr 0:nrr(% =8FF8> "rrr rrrrr(nr(r rnn rrn .r+(" (8F=8>(9G0EF :n*r(: # (n(< < (Kr( + =. ---> (24"n "n" =Ar > 2n?*(' r :nrr( (K"n(2 + =8FE,> rn nrr!r'rr (" n8 FA(/E0FF :n( K2rn(+ =.--A> nrn 'rrrnnrr nrrn (n n7nn8 /=.>(88,08.%r( @ (+ (r*r(< (K2n(" =8F/E> r(r(n' rrnrrrnnnn n n8 8(8,F08G%r( =8FFG> rrnrn rnn n n8 .E(A/90A9E %r( (3*(% (rn(2 (K@ nn( =8FE9> rn rrrrrrnnn' nrn # %nrn+n8 8-(.GF0.9%)rr(< 2 (K<(+ =8FF-> rrr 'rrnn rnrr 42 *K r n= >( %n.2 = E.,0EA9> 3rOn*'+n
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E%( =8F9A> #rr r(%'@$r r 3*(% Krr( =8FFE> nn0r rrrrrn 0*r &("nn (.9=,>(A.-0A,. 3rn(+ (n( (K(" + =8FF/> 2r rrnrrn rJnrnnnrnr nn %n2 7n8 ,(8-08E rn( ("rr( (Kr( =8FEF > rrnrrrrn nrn rn("8 AA(,.F0,,G rn( (r(+ (K"n(2 (+ =8 FF.> rr(?' r r(" : (%(" < ((: (K%nr ( =.--A> rnnnr rnrrrr(rnnr( rrrr &("nn8 ,,=A>(AFE0G-F rn( (K)( < =8FF.> nnrn&nr+n 3 rr(%3'rrrr n*rr(% % =8FE.> 2rrr0rr 4" : "*r= >( n" nnr"nr = 990F/> r(D'nnn rn"rrnr nrr( D =8FEG> rnrrn rr # ,nn8 A,(/-0/F

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