Michael W. OlsonDecember 5, 2009

• To examine the effectiveness of the Positive Behavioral Interventions and Supports Model(PBIS) on reducing negative student behavior

• Tracking the number of office referrals for negative behavior that occurs in and around Sibley Elementary

• Hypothesis: PBIS will decrease the amount of office referrals for negative behavior over the course of the school year.

• PBIS is the systematic organization of school environments and routines that enable educators to increase the capacity to adopt, use, and sustain effective behavioral practices and processes for all students. (Sugai, 2002; Sugai & Homer, 1999)

• Emphasis on positive approaches to intervention (teaching behavior rather than just relying on punishment)

• Matching level of intervention to the level of behavioral challenge presented by students

• Schools design multiple systems (matrices) that deal with the full range of discipline challenges that exist (playground, hallway, lunchroom, etc.)

• Work with PBIS team to implement program in September and October, 2009

• Gather baseline data for initial office referrals in November and December, 2009

• Track office referrals throughout months in 2010, noting incidence increases or decreases

• Conduct stratified random sampling to eliminate subgroups (gender, religion, ethnicity, economic class, etc.)

• Dependent variable: negative behavior• Independent variable: office referrals• Questions:

• Will negative behavior be better documented?• Will places that negative behavior occurs be

better identified?• Will times that negative behavior occurs be

better identified?• Will follow-up interventions and parent

communication be more timely and consistent?

• Behavior will be better documented• Persons responsible will be better identified

and observed• Trouble spots for behavior will be better

identified allowing for more active supervision

• Patterns will also be recognized for when most problem behaviors occur

• Interventions and parent communication will be more timely, meaningful, & consistent

• Teacher “buy-in” to support implementation• Teacher judgment and follow through with

consistent referrals, interventions, & feedback

• Determination between minor and major referrals

• Subgroups of the population: gender, ethnicity, economic status, etc.

• Stratified random sampling to eliminate subgroups

• 416 Sibley Elementary Students• 212 boys (51%)• 204 girls (49%)• Sample 30% of population; 64 boys & 61 girls• Assign random numbers to each instead of names

• For confidentiality, students will be assigned random numbers

• Disciplinary action for interventions will be agreed on by principal and staff to be legal, fair, and consistent

• Exempt status exists due to this study occurring in an educational setting measuring the effectiveness of behavioral management

The End