Effect of Positive Behavior Supports on Discipline in Rural High School
1. THE EFFECT OF POSITIVE BEHAVIOR SUPPORTS ON
DISCIPLINE IN A RURAL HIGH SCHOOL
A Seminar Paper
Presented to
Dr. Emmett Sawyer
Missouri State University
In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Teaching
by
Curtis E. Williams
May 2009
2. THE EFFECT OF POSITIVE BEHAVIOR SUPPORTS ON DISCIPLINE IN A
RURAL HIGH SCHOOL
School of Teacher Education
Missouri State University, May 2009
Master of Arts in Teaching
Curtis E. Williams
ABSTRACT
This study was conducted to determine if Positive Behavior Supports (PBS) had an effect on
discipline in a rural Missouri high school. Office referral data was collected from one year
before and the second year after the inception of Positive Behavior Supports. The data was
then analyzed to determine if a significant difference existed in the mean number of office
referrals issued per day per 100 students, the mean number of days of in school issued per
day per 100 students, and the mean number of days of out of school suspension issued per
day per 100 students before and after the initiation of PBS. Analysis of the data made clear
that after Positive Behavior Supports were implemented, the mean number of office referrals
issued per day per 100 students was reduced by 1.1%, the mean number of days of in school
issued per day per 100 students increased by 52.4%, and the mean number of days of out of
school suspension issued per day per 100 students was reduced by 31.7%.
KEYWORDS: Positive Behavior Supports (PBS), discipline, high school, office referral, in
school suspension, out of school suspension
ii
5. CHAPTER 1
INTRODUCTION
One of the major problems that all educators face is the issue of discipline both in and
out of the classroom. The issue of discipline affects the way a classroom is managed, how
much instructional time is lost, what students achieve, educator-student relationships, school
safety, and several other aspects of the educational environment. The federal government
also addresses the issue of classroom discipline in such initiatives as Title IV, which suggests
schools “implement appropriate and effective discipline policies” (U.S. Department of
Education, 2002, p. 50).
Many effective discipline models are available, such as: proximity (Wong & Wong,
2005), assertive discipline (Canter, 1976; Edwards, 2004), non-coercive discipline (Glasser,
2001), and behavior modification (Edwards, 2004; Charles, 2002). A new trend in discipline
is a style that focuses on positive behavior. One positive discipline model focused on
rewarding good and expected behavior is Positive Behavior Supports (PBS) (Rehabilitation
Research and Training Center, n. d.).
Positive Behavior Supports is a proactive behavior management system in which
good student behaviors receive recognition and inappropriate behavior has outlined
consequences and interventions (Rehabilitation Research and Training Center, n. d., p. 1).
Research has shown that PBS reduces the number of office referrals issued, increases
positive contact with students, and improves attendance (Bohanon, H., Fenning, P., Carney,
K., Minnis-Kim, M., Anderson-Harriss, S., Moroz, K., et al., 2006; Lohrman-O’Rourke, S.,
Knoster, T., Sabatine, K., Smith, D., Hovarth, B., Llewellyn, G.,2000; Luiselli, J., Putnam,
6. R., Sunderland, M., 2002; McCurdy, B., Manella, M., & Eldridge, N., 2003; Carney, 2005).
This study will focus on one rural Missouri high school’s implementation of Positive
Behavior Supports and the effect that PBS has had on discipline.
Purpose Statement
The purpose of this study is to determine the effect that Positive Behavior Supports
has on discipline in a rural high school. This study will specifically address the mean number
of office referrals issued per day per 100 students, the mean number of days of in school
suspension issued per day per 100 students, and the mean number of days of out of school
suspension issued per day per 100 students.
Rationale
Discipline problems and lost instructional time due to discipline problems are issues
with which every educator must deal. The federal government has passed initiatives such as
Title IV to address the ever-increasing problems of discipline and lost instructional time in
public schools by indicating the need for “appropriate and effective discipline policies” (U.S.
Department of Education, 2002 p. 50). In order to reduce problem behavior and increase
instructional time, school districts and high schools have implemented Positive Behavior
Supports.
Since educators have a limited amount of classroom time with their students, every
minute is valuable. If discipline problems, office referrals, and suspensions are minimized,
the time in the instructional environment could be used to its fullest potential. In an effort to
reduce the amount of discipline problems educators have in and out of the classroom,
Positive Behavior Support was enacted in high schools. PBS employs a system in which
2
7. good student behavior receives recognition and inappropriate behavior has outlined
consequences and interventions. A study conducted by Luiselli, et al. (2002) found PBS
reduced office referrals and increased attendance in public schools. This study will examine
the effect that PBS has on discipline in a rural Missouri high school, High School A.
Research Hypotheses
The following null hypotheses were constructed in concurrence with the purpose
statement as a foundation to guide the research study.
Ho1: There is no significant difference in the mean number of office referrals
issued by teachers per day per 100 students using traditional discipline model
and the mean number of office referrals issued by teachers per day per 100
students using Positive Behavior Supports.
Ho2: There is no significant difference in the mean number of days of in
school suspension issued by administrators per day per 100 students using
traditional discipline model and the mean number of days of in school
suspension issued by administrators per day per 100 students using Positive
Behavior Supports.
Ho3: There is no significant difference in the mean number of days of out of
school suspension issued by administrators per day per 100 students using
traditional discipline model and the mean number of days of out of school
suspension issued by administrators per day per 100 students using Positive
Behavior Supports.
Significance of the Study
Current punitive methods of discipline, which include measures such as in school
3
8. suspension (ISS) and out of school suspension (OSS), remove students from the instructional
setting. To address increasing problem behaviors and the problem of lost instructional time
due to ISS and OSS, High School A decided to implement Positive Behavior Supports (PBS).
PBS is a behavior management system that recognizes students who demonstrate good
behavior and follow expectations. Inappropriate behavior has outlined consequences and
interventions for repeat offenders (Rehabilitation Research and Training Center, n. d.). This
system was set in place to reduce the amount of office referrals and thereby increase the
amount of time the students are in the instructional environment.
The conclusions drawn from this study may help administrators and educators to
decide if PBS would aide in the reduction of disciplinary problems and referrals, and increase
instructional time in a secondary school setting.
Assumptions
For the purpose of this study the following assumptions will be made:
1. All high school staff and administration will implement Positive Behavior Supports
consistently.
2. It will be assumed that the subjects in the study are representative of typical high
school students and teachers from a rural high school.
3. It will be assumed that accurate records of office referrals issued, in school
suspension (ISS) and out of school suspension (OSS) were kept and collected.
4. It will be assumed that ISS and OSS were appropriately issued for disciplinary
actions per school district policies and procedures.
5. All educators enforce school policies as written in the school handbook.
6. An educator issues referrals fairly and appropriately to all students.
4
9. 7. A decrease in behavioral problems and/or office referrals will increase a students’
instructional time.
8. Students who are not issued out of school suspension attend school regularly.
9. Major discipline infractions results in out of school suspension for the student in
violation.
Limitations
For the purpose of this study the following limitations will be assumed:
1. The study will be limited to data taken from one rural high school in Missouri.
2. The data collected will be limited to the 2003-2004 and 2007-2008 school years.
3. The study will be limited to office referral data that indicates only the type of offense
and the date issued.
4. The study will be limited to discipline data that indicates only the type of punishment
issued, either in school suspension (ISS) or out of school suspension (OSS) and the
date issued.
Definition of Terms
For the purpose of this study the following definitions will be made:
1. Office referral: A building-approved document issued to a student who has
demonstrated problem behavior that is not in compliance with district, building,
and/or classroom policies and rules.
2. Positive Behavior Supports (PBS): “Positive Behavior Supports is a collaborative,
assessment-based process to develop effective, individualized interventions for
individuals with challenging behavior. Support plans focus on proactive and
educative approaches” (Rehabilitation Research and Training Center, n.d. p. 1).
5
10. 3. Problem behaviors: Any behaviors exhibited by a student that are deemed
unacceptable according to district, building, and classroom policies and rules.
4. Out of school suspension (OSS): A punishment in which students are completely
removed and barred from the high school for a set amount of time. Students may or
may not complete homework while placed in OSS; the decision is at the discretion of
the administration and depends on the severity of the infraction.
5. In school suspension (ISS): An in school program in which students are separated
from peers and a traditional classroom setting as a form of punishment. Students in
ISS may complete homework for full credit while in the ISS environment.
6. Functional Behavior Assessment (FBA): A problem solving process that helps to
gather information about problem behavior for an individual (Florida’s Positive
Behavior Supports Project, 2008).
7. A high school is compromised of grades nine through twelve.
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11. CHAPTER 2
REVIEW OF THE RELATED LITERATURE
The purpose of this study is to determine the effect that Positive Behavior Supports
has on discipline in a rural high school. This study will specifically address the mean number
of office referrals issued per day per 100 students, the mean number of days of in school
suspension issued per day per 100 students, and the mean number of days of out of school
suspension issued per day per 100 students. The topics covered in this chapter are: (a) current
practices in classroom management and discipline, (b) Positive Behavior Supports, (c) effects
of Positive Behavior Supports on schools, and (d) summary.
Current Practices in Classroom Management and Discipline
Several different styles of classroom management are present in the field of
education; the following styles are discussed for the purpose of this study: proximity (Wong
& Wong, 2005), assertive discipline (Edwards, 2004), non-coercive discipline (Glasser,
2001), and behavior modification (Edwards, 2004; Charles, 2002).
Proximity
According to Wong and Wong, an effective educator manages through procedures
and routines that provide structure to a classroom (Wong & Wong, 2005). A key component
in the Wong and Wong classroom management style was, “Effective educators manage their
classrooms. Ineffective educators discipline their classrooms” (p. 83). The proximity style
focuses on the educator planning ahead to have procedures in place before discipline
problems arise and on controlling problem behaviors through proximity. If educators do not
plan ahead, they only worry about the day’s lesson and do not consider classroom
management (Wong & Wong, 2005). The Wongs believe discipline is managed through
7
12. procedures in which positive and negative consequences are established so that educators
discourage negative behavior and reward positive behavior.
Assertive discipline
Canter& Canter (1976) outlined an assertive classroom management plan that focuses
on punishment of problem behavior and reinforcement of appropriate, positive behavior.
Assertive management is a system in which punishment for misbehavior of students is
consistently enforced. Assertive management is easy to use and effective in controlling
classroom behavior. However, assertive management puts an educator in a more authoritative
role, which could hinder student-educator relationships (Edwards, 2004). Assertive
management directs the classroom utilizing a punishment and reward-based system. An
educator rewards students who display appropriate behaviors and meet classroom
expectations with praise. On the other hand, educators must invoke penalties for those
students who display problem behaviors or fail to meet classroom expectations (Charles,
2002).
Non-coercive discipline
Non-coercive discipline focuses on the belief that behavior is an attempt to control
oneself to meet five basic human needs: freedom, belonging, survival, power, and fun.
Glasser (2001) required that positive relationships be established between teachers and
students as a means of avoiding problem behaviors. Glasser (2001) also believed educators
should strive to be lead educators as opposed to being boss educators. Lead educators are
educators who provide a stimulating, encouraging, and helpful classroom environment and
befriend their students instead of punishing them. Boss educators are educators who dictate
procedures and orders to students (Charles, 2002).
8
13. Glasser (2001) focused on discipline that is non-punitive in nature. He indicated that
problem behaviors arise when students feel disconnected, and that a connection can be made
through a relationship with an educator. Glasser suggested making personal and caring
relationships with students and offering to help them work through their problem behavior
(Charles, 2002; Glasser, 2001). If a serious disruption did occur, Glasser’s model calls for
isolation near the classroom—not as a punishment, but as a form of self reflection—or a
classroom meeting in which a plan is developed to resolve present and future problems
(2001).
Behavior modification
Behavior modification is a practice in which student behavior is purposefully shaped
by reinforcement (Charles, 2002). Behavior modification emphasizes that punishing students
only encourages the problem behavior educators are trying to stop. To eliminate such
unwanted behavior, educators should stop reinforcing the unwanted behavior through
punishment and reinforce the expected, positive behavior (Edwards, 2004). Behavior
modification encourages educators to overlooking minor disciplinary infractions in hopes
that the issues will extinguish themselves. Good behavior must be constantly reinforced
immediately after the action has taken place to be effective. Negative behavior will
eventually disappear, or be extinguished, by failing to reinforce it. Behavior modification is
focused on the principle that constant positive reinforcement will encourage wanted behavior
and that unwanted behavior will extinguish itself through the educator failing to recognize it
(Charles, 2002).
Positive Behavior Supports
Positive Behavior Supports is an alternative behavior modification intervention that
9
14. suggests unconventional, positive approaches to punitive discipline practices. Positive
Behavior Supports is focused on educating students on behavioral issues, not simply trying to
eliminate unwanted behavior. This approach is centered on student growth and development
through positive interactions and relationships with teachers and peers (Jackson & Panyan,
2002).
“Positive Behavior Supports is defined as a collaborative, assessment-based process
to develop effective, individualized interventions for individuals with challenging behavior.
Support plans focus on proactive and educative approaches.” (Rehabilitation Research and
Training Center, n.d., p. 1). Seven essential components of PBS are stated by Richter (2007):
1. Administrative support, participation, and leadership.
2. Common purpose and approach to discipline.
3. Clear set of positive expectations and behaviors.
4. Procedures for teaching expected behavior.
5. Continuum of procedures for encouraging expected behavior.
6. Continuum of procedures for discouraging inappropriate behavior.
7. Procedures for ongoing monitoring. (p. 7)
Richter (2007) suggested that PBS teams use assessment data to guide management
decisions, focus on a variety of behavioral supports, and concentrate on long-term
achievement.
According to Sugai, G., Horner, R., Dunlap, G., Hieneman, M., Lewis, T., Nelson, C.,
et al. (2000), the following assumptions must be made before the implementation of Positive
Behavior Supports: (a) fluency in social skills, (b) not all students have the competence to be
responsible for their own learning, (c) natural consequences are not always effective, and (d)
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15. students are not necessarily self-motivated by social and academic success.
Universal expectations and policies
PBS is focused on the perspective that behavior is learned, is directly related to social
factors, and can be changed. The guiding principles of Positive Behavior Supports
emphasize supports for all students, prevention, and continuous improvements (Sugai, et al.,
2000). One school’s teacher handbook states that “PBS is based on the idea that students
learn appropriate behavior in the same way they learn to read—through instruction, practice,
feedback, and encouragement.” PBS establishes universal, building wide, positive behavioral
expectations that are clearly stated and defined, and include example behaviors (2007, p. 4;
Irvin, I., Tobin, T., Sprague, J., Sugai, G., Vincent, C., (2004). Teachers and administrators
regularly taught, reviewed, and recognized behavioral expectations for all students
throughout the building, not just in the classroom. Knowing and meeting expectations was
focused more upon as opposed to concentrating on the punishment of students who did not
follow rules (Flannery, K., Sugai, G., 2005; McCurdy, et al., 2003).
According to Jackson & Panyan (2002), universal policies for conduct and
expectations are developed for the whole student body and applied building wide to
encourage wanted behaviors and outcomes. Said policies must shift focus away from rules
that express what is unacceptable, or negative expectations, and formulate rules based on
what is expected, or positive expectations (Jackson & Panyan, 2002; Warren, J., Edmonson,
H., Griggs, P., Lassen, S., McCart, A., Turnbull, A., et al. 2003). When positive universal
expectations, as opposed to negative expectations, are applied to troublesome areas such as
the lunch room and hallways, benefits will likely include increased safety and students that
are more responsible. By formulating positive expectations, emphasis is placed on the needs
11
16. and rights of others throughout the entire building. This focus promotes membership and
responsibility in the educational community for both teachers and students.
Recognition when expectations are met
The recognition of meeting expectations and displaying good behavior is a key
principle of Positive Behavior Supports. Students were continuously recognized in various
ways including social praise, notes sent home to parents, certificates, drawings, food
coupons, small prizes, homework passes, movies, listening to music, class parties, and grade-
specific awards. School wide celebrations such as a school wide dance, a party with food and
a disc jockey, special assemblies, permission to wear hats, and free tickets to the movies were
also utilized (Lohrman-O’Rourke, et al., 2000; Bohanon, et al., 2006; Carney, 2005). School
wide celebrations were dependent on meeting a pre-determined goal in office discipline
referral reduction for the entire student body or specific grade levels (Bohanon, et al., 2006;
Carney, 2005).
In an inner city elementary school, rewards called “keys” were given to students who
displayed appropriate and expected behavior. The keys could be traded in for various prizes.
Students who repeatedly performed expected behaviors could be invited to join the Gold Key
Club. Members of the Gold Key Club were further rewarded with group activities such as
trips and movies (McCurdy, et al., 2003). “Cool tickets” that include expectations were used
in a high school as a means of reinforcement of meeting expectations of the school. These
tickets could be exchanged for snacks and drinks in the lunchroom. At the end of the school
year all “cool tickets” were entered in a raffle for prizes including books, food coupons at
local restaurants, tickets to sporting events, and hand held electronics (Carney, 2005).
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17. Problem behaviors
An element used in Positive Behavior Supports to deal with problem behaviors is
called a Functional Behavior Assessment (FBA) (Lewis, n. d.). A Functional Behavior
Assessment is an assessment that helps identify the purpose of unwanted behavior. Once the
purpose of the unwanted behavior is identified, interventions can be planned to address the
unwanted behavior (Jackson & Panyan, 2002; McCurdy, et al., 2003). A Functional
Behavior Assessment is used in situations with students who have repeated behavioral
problems to try to help correct those issues (Lewis, n. d.). If the Functional Behavior
Assessment did not lead to the desired change in behavior, a more thorough Functional
Behavior Assessment in addition to direct observation was performed (McCurdy, et al.,
2003).
Disciplinary actions, such as parent-teacher conferences and after school detentions
were used for problem behaviors. Peer mediation and behavioral contracts were also used for
students who require a more rigorous intervention (Luiselli, et al., 2002). Students with
continual problem behavior were sent to an accommodation room, which is a neutral setting
where problem behaviors can be addressed by the student and a staff member. Once in the
accommodation room, the student must complete a behavior response form to be sent home
to the parent, which addresses why the student was sent to the accommodation room and
what the student will do in the future to avoid the same consequence. A behavior response
form is a method of teaching replacement behaviors (McCurdy, et al., 2003).
Effects of Positive Behavior Supports on Schools
The Bangor Area School District is a rural district located in Pennsylvania. This
school district implemented Positive Behavior Supports to address character education and to
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18. teach the skills needed to succeed in a diverse world (Lohrman-O’Rourke, et al., 2000). The
Bangor Area School District also used PBS to track and reduce discipline referrals and to use
the referral data as an early warning system for identifying repeated problem behavior. Since
the implementation of PBS in the Bangor Area School District, discipline referral data has
reduced 30 to 40 %.
The Tigard-Tualatin School District is a suburban school district near Portland,
Oregon, that has a student population of 11, 291 students who are mostly Caucasian and
come from middle-class homes (Sadler, 2000, p. 243). The Tigard-Tualatin School District
documented a decrease in the number of referrals in one year by 35 %. The school district did
see a change in the types of referrals being written as well.
“Inappropriate behaviors decreased from 33% of the total to 12%, disruptive behavior
increased from 11% to 35%, and aggressive behavior decreased from 10% to 4%.
Minor behavior incidents (e.g., tardies, truancy) remained relatively stable at about
19% to 20% of total referrals”.
Luiselli, et al. (2002) described the effects that Positive Behavior Supports had on a
rural, middle- to upper class middle school in Massachusetts. The school observed positive
effects over several academic years, including an increased attendance; diminished problem
behaviors; more frequent, positive contact with students; and a 55 % drop in detentions
issued in the fourth year as compared to the first year (Luiselli, et al., 2002).
In their study of an inner city elementary school, McCurdy, Manella, and Eldridge,
(2003) indicated that the implementation of Positive Behavior Supports reduced office
discipline referrals by 46 % after the second year of inclusion in the school discipline plan.
14
19. Moreover, the school recorded a 55 % reduction in office discipline referrals per student over
the same two-year period.
According to Bohanon, et al. (2006), a study in which Positive Behavior Supports
was initiated in an urban high school in the Chicago public school system with a diverse
student population of 1,800 students. The findings indicated referrals issued declined 20 %
by the end of third year of execution as well as a significant drop in referrals for serious
disobedience (Bohanon, et al., 2006). Bohanon, et al. (2006) described the preliminary
results as very encouraging. They also suggest future work is needed in planning individual
and group supports and long-term evaluations that focus on the continuance of PBS in
secondary schools. The study conducted by Bohanon, et al. (2006) was one of the first to
implement and evaluate PBS in a high school setting, therefore, the existing data concerning
the planning of individual and group supports and long-term viability of PBS in secondary
schools is very limited.
Summary
Current discipline models all have defined consequences and support positive
behavior. Each model had consequences to deal with problem behaviors and reinforcement
elements to acknowledge expected behaviors. The differences in these models lie in the
structure of each. Wong and Wong (2005) expect teachers to be proactive so as to prevent
problem behaviors. Edwards (2004) stipulates that problem behaviors should be resolved
with punishment after the fact. Glasser (2001) required that positive relationships be
established between teachers and students as a means of avoiding problem behaviors.
Edwards (2004) and Charles (2002) focused on reshaping behaviors through reinforcement
of positive behaviors and punishment for negative behaviors. Each of these models relied on
15
20. the use of positive and negative reinforcement through alternate methods and to varying
extents.
Positive Behavior Supports deals with reinforcement as well. PBS is a proactive
behavior management system in which positive student behavior is recognized
(Rehabilitation Research and Training Center, n. d., p. 1). In the PBS model, universal
expectations were established within the building and then directly taught to students. When
students followed these expectations, their behaviors are reinforced through recognition
incentives. Likewise when students failed to meet universal expectations, outlined
consequences are utilized and plans are formed to prevent future behavioral issues. Repeat
offenders were handled on an individual basis as educators evaluate the reasons behind the
negative behavior and formed plans for the student involved in order to eliminate said
negative behavior. Research has shown that PBS reduced the number of office referrals
issued, increased positive contact with students, and improved attendance (Bohanon, et al.,
2006; Lohrman-O’Rourke, et al., 2000; Luiselli, et al., 2002; McCurdy, et al., 2003). As a
result of these findings, the PBS model clearly had a direct link to reduction in both office
discipline referrals and the time spent in suspension environments; thus, this model of
discipline has shown to increase the amount of positive, productive time spent in the
educational environment not causing disruptions.
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21. CHAPTER 3
METHODOLOGY
The purpose of this study is to determine the effect that Positive Behavior Supports
has on discipline in a rural high school. This study will specifically address the mean number
of office referrals issued per day per 100 students, the mean number of days of in school
suspension issued per day per 100 students, and the mean number of days of out of school
suspension issued per day per 100 students. The topics covered in this chapter are: (a)
instrument and design, (b) site of the study, (c) participants, (d) procedures, and (e) data
analysis.
Instrument and Design
A causal comparative study was conducted using data from 2003-2004 and 2007-
2008 to determine the effect PBS had on discipline in a rural high school in Missouri. The
administrative staff at High School A provided the office referral data, which did not identify
individual students; the only information listed was the type of incident and date.
The office referral data from the 2003-2004 school year was compared to the office
referral data from the 2007-2008 school year. The data from the 2003-2004 school year was
taken one year before the implementation of PBS and the data from the 2007-2008 school
year was taken three years after PBS was implemented. The 2007-2008 data was chosen
because it was the most current data. All of the data taken was under the same building
principal. The validity of the data to be collected may be skewed due of the variations in the
approach that individual educators and staff used to address problem behaviors as well as
policy modifications.
Once the office referral data was collected, they were analyzed to determine the mean
17
22. number of office referrals issued per day per 100 students, the mean number of days of in
school suspension issued per day per 100 students, and the mean number of days of out of
school suspension issued per day per 100 students. The data from the 2003-2004 and 2007-
2008 school years were then compared using a t-test of independent means assuming unequal
variances at the alpha level of 0.05 level to determine if any significant change occurred in
the prescribed areas.
Participants
The study took place in a rural Missouri school district. The school district has four
elementary schools, one junior high, one senior high school, and one alternative school. The
total student population of the district was 4,593 students (Missouri Department of
Elementary and Secondary Education, 2008). This study focused on the school district’s high
school, designated as High School A.
Limited student diversity was present in the school district (approximate numbers as
of 2000): Caucasians, 95 %; African American, 1 %; Hispanic, 2 %; Native American, 1 %;
and Asian, 1 %. Considerable diversity was seen at the socioeconomic level; approximately
46% of the students are on free and reduced lunch. The average percentage of students
eligible for free and reduced lunch in the state of Missouri was 42 % (Missouri Department
of Elementary and Secondary Education, 2008).
The high school was located in a community of 12,155, in which most of the
community members work in manufacturing jobs (US Census Bureau, 2008). The area was
mostly composed of below-average wage earners with a median household income of
$27,668; the median household income of the state of Missouri was $37,934. According to
the 2000 Census, approximately 40.1 % of households in the city had an income of less than
18
23. $25,000 at that time (Missouri Census Data Center, 2008).
Procedure
The researcher identified the topic of the study in SFR 690, a course in the Master’s
of Arts in Teaching program. The proposal was then written and submitted to the professor in
EDC 686, a course in the Master’s of Arts in Teaching program, for approval. Once approval
was granted, the researcher submitted an application to the Institutional Review Board. Upon
approval from the Institutional Review Board the researcher then submitted an informed
consent document to the building principal requesting access to the archived data needed for
the study. Once access was granted the researcher collected and analyzed the data and
reported the findings of the study in chapters four and five of this research paper.
Data Analysis
Once the office referral data were collected, they were analyzed to determine the
mean number of office referrals issued per day per 100 students, the mean number of days of
in school suspension issued per day per 100 students, and the mean number of days of out of
school suspension issued per day per 100 students for the 2003-2004 and 2007-2008 school
years. The data was then examined in order to determine if any significant change occurred
in the number of office referrals issued per day per 100 students and the mean number of
days of ISS and OSS issued per day per 100 students, respectively. A two tailed t-test of
independent means assuming unequal variance at the p ≤ 0.05 level was used to determine
the significance of the data. The results were then used to ascertain the difference and percent
change in the mean number of office referrals issued per day per 100 students, the mean
number of days of in school suspension issued per day per 100 students, and the mean
19
24. number of days of out of school suspension issued per day per 100 students before and after
the inception of PBS at High School A.
20
25. CHAPTER 4
RESULTS
The purpose of this study is to determine the effect that Positive Behavior Supports
has on discipline in a rural high school. This study will specifically address the mean number
of office referrals issued per day per 100 students, the mean number of days of in school
suspension issued per day per 100 students, and the mean number of days of out of school
suspension issued per day per 100 students. The topics covered in this chapter are: (a)
research design, (b) statistics, (c) office referrals, (d) in school suspension, and (e) out of
school suspension.
Research design
This study was designed to test the following null hypotheses that were constructed in
concurrence with the purpose statement used to guide this study.
Ho1: There is no significant difference in the mean number of office referrals
issued by teachers per day per 100 students using traditional discipline model and
the mean number of office referrals issued by teachers per day per 100 students
using Positive Behavior Supports.
Ho2: There is no significant difference in the mean number of days of in school
suspension issued by administrators per day per 100 students using traditional
discipline model and the mean number of days of in school suspension issued by
administrators per day per 100 students using Positive Behavior Supports.
Ho: There is no significant difference in the mean number of days of out of school
suspension issued by administrators per day per 100 students using traditional
discipline model and the mean number of days of out of school suspension issued
21
26. by administrators per day per 100 students using Positive Behavior Supports.
A causal comparative study was conducted using data from 2003-2004 and 2007-
2008 to determine the effect Positive Behavior Supports has had on discipline in a rural high
school in Missouri. The procedure the researcher used is as follows. The researcher identified
the topic of the study in SFR 690, a course in the Master’s of Arts in Teaching program. The
proposal was then written and submitted to the professor in EDC 686, a course in the
Master’s of Arts in Teaching program, for approval. Once approval was granted, the
researcher submitted an application to the Institutional Review Board. Upon approval from
the Institutional Review Board the researcher then submitted an informed consent document
to the building principal requesting access to the archived data needed for the study.
The office referral data from the 2003-2004 school year was compared to the office
referral data from the 2007-2008 school year. The data from the 2003-2004 school year was
taken one year before the implementation of PBS and the data from the 2007-2008 school
year was taken three years after the implementation of PBS. All of the data taken was under
the same building principal. The office referral data taken was analyzed to determine the
mean number of office referrals per day per 100 students, the mean number of days of in
school suspension issued per day per 100 students, and the mean number of days of out of
school suspension issued per day per 100 students. The data from the 2003-2004 and 2007-
2008 school years was then examined to determine if any significant change occurred in the
number of office referrals issued per day per 100 students and the mean number of days of
ISS and OSS issued per day per 100 students, respectively. The significance of the data was
tested via a t-test of independent means assuming unequal variances at the p ≤ 0.05 level. The
student body in 2003-2004 was 1,394 and the student body in 2007-2008 was 1,601, which
22
27. translates to a 15% increase in student body population.
Statistics
There were three sets of data for each of the 2003-2004 and the 2007-2008 school
years that were obtained from the high school administration. The data obtained was in the
form of total incidents per day that occurred at High School A. The incidents were
categorized as either (a) total office referrals issued, (b) total days of in school suspension
issued, or (c) total days of out of school suspension issued. The data was compared using a
two tailed t-test of independent means assuming unequal variance at the level of p ≤ 0.05.
There were 174 school days in each of the 2003-2004 and 2007-2008 school years used in
this study. The student body in 2003-2004 was 1,394 students and the student body in 2007-
2008 was 1,601 students.
Office referrals
A t-test of independent means assuming unequal variance at the p ≤ 0.05 level was performed
to determine the significance of the office referral data pertaining to the mean number of
office referrals issued per day per 100 students, specifically addressing the following
hypothesis:
Ho1: There is no significant difference in the mean number of office referrals
issued by teachers per day per 100 students using traditional discipline model
and the mean number of office referrals issued by teachers per day per 100
students using Positive Behavior Supports.
Examination of the office referral data concerning the mean number of office referrals
issued per day per 100 students indicated that the data was not significant, t(346) = 0.17,
p >0.05. This indicated that there was not a significant difference in the mean number of
23
28. office referrals issued. The mean number of office referrals issued per day per 100 students in
the 2003-2004 school year was 0.481(SD = 0.298) and in the 2007-2008 school year was
0.476(SD = 0.283), respectively. (See Table 1 below.)
Table 1.
T-Test of Independent Means of Office Referrals per Day per 100 Students between the 2003-
2004
and 2007-2008 school years
t df Sig. (2-tailed)
Office Referrals per Day per 100 Students 0.17 346 .869
*P ≤ .05
In school suspension
A t-test of independent means assuming unequal variance at the p ≤ 0.05 level was
performed to determine the significance of the office referral data pertaining to the mean
number of days of in school suspension issued per day per 100 students, specifically
addressing the following hypothesis:
Ho2:There is no significant difference in the mean number of days of in
school suspension issued by administrators per day per 100 students using
traditional discipline model and the mean number of days of in school
suspension issued by administrators per day per 100 students using Positive
Behavior Supports.
Examination of the office referral data concerning the mean number of days of in
school suspension issued per day per 100 students indicated that the data was significant,
t(346) = -4.89, p < 0.01 . This indicated that there was a significant difference in the mean
number of days of in school suspension issued. The mean number of days of in school
24
29. suspension issued per day per 100 students in the 2003-2004 school year was 0.238(SD =
0.209) and in the 2007-2008 school year was 0.363(SD = 0.273), respectively. (See Table 2
below.)
Table 2.
T-Test of Independent Means of ISS Issued per Day per 100 Students between the 2003-2004 and
2007-2008 school years
t df Sig. (2-tailed)
Office Referrals per Day per 100 Students -4.89 346 .000*
*P ≤ .05
Out of school suspension
A t-test of independent means assuming unequal variance at the p ≤ 0.05 level was
performed to determine the significance of the office referral data pertaining to the mean
number of days out of school suspension issued per day per 100 students, specifically
addressing the following hypothesis:
Ho3:There is no significant difference in the mean number of days of out of
school suspension issued by administrators per day per 100 students using
traditional discipline model and the mean number of days of out of school
suspension issued by administrators per day per 100 students using Positive
Behavior Supports.
Examination of the office referral data concerning the mean number of days of out of
school suspension issued per day per 100 students indicated that the data was significant,
t(346) = 1.96, p ≤ 0.05. This indicated that there was a significant difference in the mean
number of days of out of school suspension issued. The mean number of days of out of
school suspension issued per day per 100 students in the 2003-2004 school year was
25
30. 0.260(SD = 0.464) and in the 2007-2008 school year was 0.177(SD = 0.301), respectively.
(See Table 3 below.)
Table 3.
T-Test of Independent Means of OSS Issued per Day per 100 Students between the 2003-2004
and 2007-2008 school years
t df Sig. (2-tailed)
Office Referrals per Day per 100 Students 1.96 346 .050*
*P ≤ .05
A summary of the analysis of the office referrals from one year prior and three years
after the inception of PBS is listed in Figure 4.1 below.
Figure 4.1 Incidents per Year Before and After PBS
ISS per day per 100
students
OSS per day per 100
students
Referrals per day per 100
students
2003-
2004 0.238 0.260 0.481
2007-
2008 0.363 0.177 0.476
Percent
change 52.4% -31.7% -1.1%
26
31. CHAPTER 5
SUMMARY AND CONCLUSIONS
The purpose of this study is to determine the effect that Positive Behavior Supports
has on discipline in a rural high school. This study will specifically address the mean number
of office referrals issued per day per 100 students, the mean number of days of in school
suspension issued per day per 100 students, and the mean number of days of out of school
suspension issued per day per 100 students. The topics covered in this chapter are: (a)
summary of the study, (b) summary of the findings, and (c) conclusions.
Summary of the study
A causal comparative study was conducted using data from 2003-2004 and 2007-2008 to
determine the effect Positive Behavior Supports (PBS) has had on discipline in a rural high
school in Missouri. There was limited student diversity in school district in which the high
school was located (approximate numbers as of 2000): Caucasians, 95 %; African American,
1 %; Hispanic, 2 %; Native American, 1 %; and Asian, 1 %. There were approximately 46%
of the students in the school district on free and reduced lunch. (Missouri Department of
Elementary and Secondary Education, 2008). The community was mostly composed of
below-average wage earners with a median household income of $27,668; the median
household income of the state of Missouri was $37,934 (Missouri Census Data Center,
2008).
The office referral data from one year before the implementation of PBS, the 2003-
2004 school year, was compared to the office referral data taken three years after the
implementation of PBS, the 2007-2008 school year. The student body in 2003-2004 was
1,394 and the student body in 2007-2008 was 1,601, which translates to a 15% increase in
27
32. student body population.
This study was tested the following null hypotheses that guided this research study.
Ho1: There is no significant difference in the mean number of office referrals
issued by teachers per day per 100 students using traditional discipline model and
the mean number of office referrals issued by teachers per day per 100 students
using Positive Behavior Supports.
Ho2: There is no significant difference in the mean number of days of in school
suspension issued by administrators per day per 100 students using traditional
discipline model and the mean number of days of in school suspension issued by
administrators per day per 100 students using Positive Behavior Supports.
Ho3: There is no significant difference in the mean number of days of out of
school suspension issued by administrators per day per 100 students using
traditional discipline model and the mean number of days of out of school
suspension issued by administrators per day per 100 students using Positive
Behavior Supports.
The office referral data obtained was analyzed to determine the mean number of
office referrals issued per day per 100 students, the mean number of days of in school
suspension issued per day per 100 students, and the mean number of days of out of school
suspension issued per day per 100 students. Once the analysis was completed the data from
the 2003-2004 and 2007-2008 school years was then examined to determine if any
significant change occurred in the mean number of office referrals issued per day per 100
students and the mean number of days of ISS and OSS issued per day per 100 students,
respectively. A t-test of independent means assuming unequal variance, variance at the p ≤
28
33. 0.05 level, was used to test the significance of the data.
Summary of findings
Data was compared from one year prior and three years after the inception of Positive
Behavior Supports in a rural high school. Three hypotheses were written to determine if any
significant change occurred in office referrals issued, ISS issued, and OSS issued. Of the
three hypotheses tested two were accepted and one was rejected based on calculated p values
at the 0.05 level. Each individual hypothesis is discussed below.
Office referrals
A t-test of independent means assuming unequal variance at the p ≤ 0.05 level was
performed to determine the significance of the office referral data pertaining to the following
hypothesis:
Ho1: There is no significant difference in the mean number of office referrals
issued by teachers per day per 100 students using traditional discipline model
and the mean number of office referrals issued by teachers per day per 100
students using Positive Behavior Supports.
Examination of the office referral data indicated that the data was not significant
t(346) = 0.17, p >0.05. This indicated that there was not a significant difference in the mean
number of office referral issued between the 2003-2004 and 2007-2008 school years. (See
Table 1.) The mean number of office referrals issued per day per 100 students between the
2003-2004 school year and the 2007-2008 school year decreased by 1.1%.
The number of office referrals issued per day per 100 students decreased by 0.050
between the 2003-2004 and the 2007-2008 school years. The reduction of office referrals
could be due to the inception of PBS, which educates students regularly on expected positive
29
34. behavior and, therefore, helps students to make better choices about their behavior. These
better choices, which are consistently praised and rewarded, lead to fewer office referrals
being issued. The reduction in office referrals translated to 8.7 fewer office referrals issued
per year per 100 students. (See Figure 5.1.) The decrease in office referrals also frees up time
for the administration due to the fact that they are dealing with fewer office referrals per day.
Figure 5.1
Mean Number of Office Referrals Issued Per Year Per 100 Students
In school suspension
A t-test of independent means assuming unequal variance at the p ≤ 0.05 level was
performed to determine the significance of the office referral data pertaining to the following
hypothesis:
30
35. Ho2: There is no significant difference in the mean number of days of in
school suspension issued by administrators per day per 100 students using
traditional discipline model and the mean number of days of in school
suspension issued by administrators per day per 100 students using Positive
Behavior Supports.
Examination of the office referral data indicated that the data was significant t(346) =
-4.89, p < 0.01. This indicated that there was a significant difference in the mean number
days of in school suspension issued between the 2003-2004 and 2007-2008 school years.
(See Table 2.) The mean number of days of in school suspension issued per day per 100
students between the 2003-2004 school year and the 2007-2008 school year increased by
52.4%
The number of days of ISS issued per day per 100 students increased by 0.125
between the 2003-2004 and the 2007-2008 school years. The increase of days of ISS issued
could be due to the implementation of universal expectations throughout the building, which
resulted in all teachers enforcing the same expectations. The implementation of clearly
defined building-wide expectations in the PBS model results in all teachers having the same
expectations whereas with traditional behavioral models expectations tend to vary from
teacher to teacher. Administrators could then be assigning more days of ISS in reaction to
this trend. The overall increase in days of ISS translated to 21.8 more days of ISS issued per
year per 100 students. (See Figure 5.2.)
31
36. Figure 5.2
Mean Number of Days of in School Suspension Issued per Year per 100 students
Out of school suspension
A t-test of independent means assuming unequal variance at the p ≤ 0.05 level was
performed to determine the significance of the office referral data pertaining to the following
hypothesis:
Ho3: There is no significant difference in the mean number of days of out of
school suspension issued by administrators per day per 100 students using
traditional discipline model and the mean number of days of out of school
suspension issued by administrators per day per 100 students using Positive
Behavior Supports.
Examination of the office referral data indicated that the data was significant t(346) =
1.96, p ≤ 0.05. This indicated that there was a significant difference in the mean number of
32
37. days of out of school suspension issued between the 2003-2004 and 2007-2008 school years.
(See Table 3.) The mean number of days of out of school suspension issued per day per 100
students between the 2003-2004 school year and the 2007-2008 school year decreased by
31.7%. (See Figure 5.3.)
The number of days of OSS issued per day per 100 students decreased by 0.083
between the 2003-2004 and the 2007-2008 school years. The decrease of days of OSS issued
could be due to the inception of PBS, which educates students regularly on expected positive
behavior and, therefore, helps students to make better choices about their behavior. These
better choices and actions, which are consistently praised and rewarded, lead to fewer major
discipline incidents. The decrease in days of OSS translated to 14.4 fewer days of OSS issued
per year per 100 students (See Figure 5.3.). The researcher assumed the reduction of days of
OSS issued should lead to increased student attendance and increased student performance
due to the increased time in an instructional setting. The increase in student attendance was
not a null hypothesis in this study, but is still an important finding in this study. The
researcher recommends that a longitudinal study be conducted to determine the validity of
this finding.
33
38. Figure 5.3 Mean Number of Days of Out of School Suspension Issued Per Year Per 100
Students
Conclusions
The following conclusions were attained from the data analyzed from one year prior
and three years after the inception of Positive Behavior Supports in a rural high school. (See
Figure 5.4.)
1. The mean number of office referrals issued per day per 100 students
significantly decreased by 1.1%.
2. The mean number of days of in school suspension issued per day per 100
students significantly increased by 52.4%
3. The mean number of days of out of school suspension issued per day per 100
students significantly decreased by 31.7%.
34
39. 4. Attendance increased by 14.4 days per 100 students per year due to the
reduction of days of out of school suspension issued per 100 students per
year.
Figure 5.4 Mean number of incidents per year per 100 students
Mean number of incidents per year per 100 students
ISS per day per 100
students
OSS per day per
100 students
Referrals per day per 100
students
2003-2004 0.238 0.260 0.481
2007-2008 0.363 0.177 0.476
Percent
change 52.40% -31.70% -1.10%
There were fewer office referrals and days of OSS issued between the 2003-2004 and
the 2007-2008 school years. These results are in agreement with similar results which state
that research has shown PBS to reduce the number of office referrals issued and to improve
attendance (Bohanon, et al., 2006; Lohrman-O’Rourke, S., 2000; Luiselli, J., Putnam, R.,
Sunderland, M., 2002; McCurdy, B., Manella, M., & Eldridge, N., 2003; Carney, 2005).
The aforementioned reduction of office referrals could be due to the inception of
PBS, which educates students regularly on expected positive behavior and, therefore, helps
students to make better choices about their behavior and to know what type of behavior is
expected. These better choices and displayed expected behaviors, which are consistently
praised and rewarded, lead to fewer office referrals being issued and fewer major discipline
incidents; they reduce time that the administration staff has to spend on discipline.
There were more days of ISS issued between the 2003-2004 and the 2007-2008
school years. The increase in days of ISS issued could be due to the implementation of
universal expectations throughout the building, which resulted in all teachers enforcing the
35
40. same expectations. The implementation of Positive Behavior Supports results in all teachers
having the same expectations whereas with traditional behavioral models expectations tend
to vary from teacher to teacher. Administrators could in turn be assigning more days of ISS
due to the building wide expectations.
There were fewer office referrals issued, fewer days of OSS issued, and more days of
ISS issued between the 2003-2004 and the 2007-2008 school years. The change in discipline
incidents (see Figure 5.5) could be due to the inception of PBS, which regularly educates and
rewards students on expected positive behavior, helps teachers to enforce expectations more
consistently, and supports the implementation of universal expectations throughout the
building. This constant education on expected behaviors helps students to make better
choices about their behavior and to know what type of behavior is expected. These better
choices lead to fewer office referrals being issued and fewer major discipline incidents,
which reduce the amount of time that the administration staff has to spend on discipline.
Overall, after the implementation of Positive Behavior Supports the following
changes in discipline occurred. The number of office referrals issued per day per 100
students declined, the days of out of school suspensions issued per day per 100 students
declined, the days of in school suspensions issued per day per 100 students increased, and a
standard of positive expectations that are consistent throughout the building were established.
Schools that implement PBS can over time expect to gain instructional time with those
students who are typically labeled “at risk” due to their negative behavioral tendencies. PBS
would also help such students to gain a clearer understanding of social expectations and
guidelines that will help them to perform better as citizens in the future because knowing
how to act in school is learned behavior that translates to other areas in life, including the
36
41. work environment. Because of these factors, the PBS discipline model provides a great frame
work to reduce discipline issues and to increase student attendance—both of which are
important goals in the educational environment.
The researcher recommends that a longitudinal study be conducted to determine if
discipline data becomes more stable over a longer period of time due to the fact that the
guiding principles of PBS will become more embedded in the school and the more consistent
application of discipline policies. To help the stabilization of the discipline data, teachers
would benefit from having yearly in service training as well as educating the new teachers on
the policies and procedures of Positive Behavior Supports.
Figure 5.5
37
43. REFERENCES
Bohanon, H., Fenning, P., Carney, K. L., Minnis-Kim, M. J., Anderson-Harriss, S., Moroz,
K. B., Hicks, K. J., Kasper, B. B., Culos, C., Sailor, W., & Pigott, T. D. (2006).
School wide application of Positive Behavior Supports in an urban high school: A
case study. Journal of Positive Behavior Intervention, 8(3), 131-145. Retrieved
March 4, 2008, from EBSCOHost.
Canter, L., Canter, M. (1976) Assertive Discipline. Los Angeles, CA: Lee Canter and
Associates.
Carney, K., (2005). School wide reinforcement systems in high schools. Positive behavior
supports in high schools: monograph from the 2004 illinois high school forum of
positive behavioral interventions and supports (chap. 7). Retrieved January 2, 2009,
from http://www.pbis.org/highschool.htm.
Charles, C. M. (2002). Building classroom discipline (7th
ed.). Boston, MA: Allyn and
Bacon.
Edwards, C E. (2004). Classroom discipline and management (4th
ed.). New York, NY: John
Wiley and Sons, Inc.
Flannery, K., Sugai, G. (2005). High school positive behavior support survey: what the high
schools are doing. Positive behavior supports in high schools: monograph from the
2004 illinois high school forum of positive behavioral interventions and supports
(chap. 10). Retrieved January 2, 2009, from EBSCOHost.
39
44. Florida’s Positive Behavior Supports Project. (n. d.). Individual PBS module
2: Functional behavior assessment. Retrieved April 14, 2008, from
flpbs.fmhi.usf.edu/Packaged/Individual%20PBS%20Module%202%20Functional
%20Behavior%20Assessment.pps
Glasser, W. (2001). Every student can succeed. Chatsworth, CA: The William Glasser
Institute.
High School A. (2007). Positive behavior supports teacher handbook. High School A.
Irvin, I., Tobin, T., Sprague, J., Sugai, G., Vincent, C. (2004). Validity of office referral
measures as indices of school-wide behavioral status and effects of school-wide
behavioral interventions. Journal of Positive Behavior Intervention, 6(3), 131-147.
Retrieved March 4, 2008, from EBSCOHost.
Jackson, L., Panyan, M. (2002) Positive behavioral support in the classroom. Baltimore,
MD: Paul H. Brooks Publishing Co.
Lewis, T. (n. d.). Functional behavioral assessment: Building a systemic response to
problem behavior. Retrieved April 14, 2008, from www.educ.drake.edu/rc/
downloads/Lewis%20FBA.ppt
Lohrman-O’Rourke, S., Knoster, T., Sabatine, K., Smith, D., Hovarth, B., Llewellyn, G.
(2000). School-wide application of PBS in the Bangor area school district. Journal of
Positive Behavior Intervention, 2(4), 238-240.
Luiselli, J., Putnam, R., Sunderland, M., (2002). Longitudinal evaluation of behavior
support interventions in a public middle school. Journal of Positive Behavior
Intervention, 4, 182-188.
40
45. McCurdy, B., Manella, M., & Eldridge, N. (2003). Positive Behavior Supports in urban
schools: Can we prevent the escalation of antisocial behavior? Journal of Positive
Behavior Intervention, 5(3), 158-178.
Missouri Census Data Center. (n.d.). Retrieved April 6, 2008, from
http://mcdc2.missouri.edu
Missouri Department of Elementary and Secondary Education. (2007, November). MODESE
annual report of school data: Demographic data Lebanon R-III. Retrieved April 8,
2008, from http://dese.mo.gov/schooldata/four/053113/demonone.html
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from http://www.oseda.missouri.edu/regional_profiles/chg_mhi_mfi_1989_1999.
shtml
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Richter, M. (2007). School-wide Positive behavior supports (SW-PBS): An introduction.
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CMSTDMH2007.pdf
Sadler, C. (2000). Effective behavior support at the district level. Journal of Positive
Behavior Intervention, 2(4), 241-243.
Sugai, G., Horner, R., Dunlap, G., Hieneman, M., Lewis, T., Nelson, C., Scott, T., Liaupsin,
C., Sailor, W., Turnbull, A., Turnbull, H., Wickman, D., Reuf, M., & Wilcox, B.
(2000). Applying positive behavioral support and functional behavioral assessment in
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41
46. US Census Bureau. (2000). Retrieved, April 10, 2008, from http://censtats.census.gov/
data/MO/1602941168.pdf
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(2003). Urban applications of school-wide positive behavior support: critical issues
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school. Mountain View, CA: Harry K. Wong Publications Inc.
42
48. BUILDING PRINCIPAL INFORMED CONSENT LETTER
January 23, 2009
Dear Principal,
As a part of the final requirements for a Masters of Arts in Teaching Degree program
from Missouri State University, I would like to conduct a causal-comparative research study
on the effects of Positive Behavior Supports on discipline in a high school setting to
determine if there is a change in office discipline referrals issued after implementing Positive
Behavior Supports. The study is being conducted under the supervision of Dr. Emmett
Sawyer, director of the Master of Arts in Teaching program.
The study will compare data from the 2003-2004 and 2006-2007 school years. The
results of the study will specifically compare office discipline referrals issued, days of in
school suspension issued, and the days of out of school suspension issued pre and post
inception of Positive Behavior Supports. The data will be presented in a way to protect the
identity of the school district, staff, and the students. Participating in the study will have no
effect on the school district, the staff, or the students’ academic progress. Participation in the
study is strictly voluntary and participants may withdraw from the study at any time without
penalty.
Once the study has been completed, the data will be kept for 18 months in a file
cabinet at my residence under lock and key. The data will then be shredded and disposed of
in an appropriate manner. The resulting information will be presented as part of the
comprehensive examination to the researcher’s faculty advisor, guests, and members of the
EDC 686 class, a course in the Master’s of Arts in Teaching program. Additionally, there is
potential that this information might be shared at a local, state or national conference or
published in a professional journal. A copy of the seminar paper will be kept on file in the
Reading, Foundations & Technology department office.
I appreciate your consideration of this study. If you require any more information, or
have any questions please call me at XXX-XXX-XXXX or email me at
myemail@myemail.com. You may also contact my university supervisor, Dr. Emmett
Sawyer, by email at emmettsawyer@missouristate.edu.
Sincerely,
Curtis E Williams
I give my formal consent for the researcher to conduct research analyzing ninth through
twelfth grade students’ office referral data in order to determine the effects of Positive
Behavior Supports on office discipline referrals issued, days of in school suspension issued,
and the days of out of school suspension issued to students pre and post inception of Positive
Behavior Supports.
____________________________ ________________
Principals’ signature Date
44
