Doctor of Philosophy

dissertationPublic schools in the United States face challenges as they attempt to increase the academic achievement and social competencies of today's students. Many schools are turning to strategies known as positive behavior interventions and supports in a national effort to focus on prevention rather than on reactive disciplinary programs. This study examined the effects of positive behavior support within a district model of implementation. Through a state-supported program called the Utah Behavior Initiative, five elementary schools worked through the phases of infrastructure, implementation, and continuous improvement. Data were gathered for the baseline year and treatment year, and the effects were examined. The schools were found to be high implementers of positive behavior interventions and supports, and they also had a high level of consumer satisfaction based on student and teacher reports. The rates of positive reinforcement, reduction in office discipline referrals, and resources saved were examined on a school-by-school basis because an overall effect was not found. Implications for practice and future research were also discussed