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Browsing by Subject "PBIS"

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    Evaluating the Role of Classroom Behavior Management in Promoting Equitable Discipline Outcomes
    (2023-07) Robers, Alexandria
    A common consequence for students who engage in disruptive behaviors at school is their removal from the instructional environment. Depending on the frequency and/or intensity of the disruptive behavior, this removal occurs from classrooms (e.g., office discipline referrals), school buildings (e.g., suspensions), or districts (e.g., expulsions). Regardless of the type of exclusionary discipline used, it is well-established that students of color, specifically Black males, are the most likely to be excluded from school due to their behavior. This finding persists even when these students behave similarly to White students. This is likely because, in addition to classroom teachers and other school professionals being underprepared to effectively manage these disruptive behaviors, they are also unable to do so in a culturally humble manner. While there exists various interventions and frameworks to help address the lack of knowledge and training school staff have on behavior management, it remains unknown how well these approaches prevent the occurrence of exclusionary discipline, especially in mitigating persistent racial discipline disparities. Thus, the purpose of this two-study dissertation is to further investigate the relation between implementation of classroom behavior management interventions and the promotion of equitable discipline outcomes. In study 1, a systematic review and quantitative synthesis were conducted to evaluate equitable discipline outcomes, as measured by the reduction in use of exclusionary discipline, after implementation of a specific classroom behavior management intervention called Classwide Function-related Intervention Teams (CW-FIT). In study 2, confirmatory factor analysis and multiple linear regression were conducted to evaluate equitable discipline outcomes, as measured by improvement of racial discipline disparities across specific racial and ethnic groups, after implementation of the positive behavioral interventions and support (PBIS) framework. Results from both of these studies and implications for practice and research are discussed.