Exploring the Impact of Positive Behavior Interventions and Supports on Students with Disabilities: A Quantitative Causal Comparative Analysis

Students with disabilities (SWDs) face challenges in following rules and expectations. The problem addressed by this study was that SWDs experience disproportionate levels of exclusionary discipline when compared to their non-disabled peers. This quantitative causal-comparative study examined the impact of different levels of positive behavior interventions and support state recognition on behavioral outcomes for SWDs in a metropolitan area in Georgia. Operant conditioning and social learning theory were used as guiding theoretical frameworks. A causal-comparative design of archival records was also used to analyze the relationship between behavioral outcomes and state recognition levels of positive behavior interventions and supports (PBIS) of SWDs. Data on disciplinary outcomes were sourced from the Governor's Office of Student Achievement, K-12 Student Discipline Dashboard for the schools in the selected area. This study included a population of 12,083 SWDs attending 90 elementary schools. Results indicated a negative correlation existed between the number of office disciplinary referrals for SWDs and the level of PBIS state recognition, suggesting lower levels could be attributed to higher rates of office disciplinary referrals. A difference was found between the mean ranks of high and low recognition groups for the number of office disciplinary referrals for SWDs. Study results suggest that tailored PBIS strategies are needed to address specific behavioral challenges SWDs face. Suggestions for future research include exploring the long-term effectiveness of positive behavior interventions and supports, reducing exclusionary discipline, and closely examining the relationship between PBIS implementation and behavioral outcomes for SWDs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]