dissertationThrough providing support with training, coaching, and funding, Utah‘s Academic, Behavior & Coaching Initiative (ABC-UBI) program strives to assist schools with the implementation of evidence-based practices for both positive behavior support as well as academic instruction. As an increasing number of schools participate in the ABC-UBI program, the goal of this study was to determine what kind of a difference ABC-UBI participation makes for student and staff outcomes. Specifically, this study tested for differences in staff perceptions of the Response to Intervention (RTI) model, the degree of school-wide Positive Behavior Support implementation, school climate, and academic outcomes on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and end-of-year Criterion-referenced tests. Of the 17 areas measured, ABC-UBI schools performed better than non-ABC-UBI schools in 16 areas. With sample sizes of only 2 in each group, statistical significance was nearly impossible to attain, but in spite of limited statistical significance, ABC-UBI participation resulted in large effect sizes. Future directions for research and practice are discussed herein
