Brice, LynnHarney, MollyDiggan, Martha E2013-09-232017-04-142013-09-232017-04-1420132013-08https://hdl.handle.net/11299/187551A thesis submitted to the Faculty of the Graduate School of the University Of Minnesota Duluth in partial fulfillment of the requirements for the degree of Master of Education, August 2013.Committee names: Molly Harney (Chair), Lynn Brice. This item has been modified from the original to redact the signatures present.Many schools establish innovative systems to support good behavior without the knowledge and background to sustain the program. McIntosh, Horner, and Sugai (2009) state that if “comprehensive school reform is to occur, researchers must make efforts to ensure that implemented practices are both effective and sustainable” (p. 327). The purpose of this study was to investigate School-Wide Positive Behavioral Interventions and Supports (SWPBIS) in a small (400 students) rural school and determine whether features of sustaining SWPBIS were being implemented. Findings from this study indicate that East Central Elementary School is moving in the right direction. Implementation of SWPBIS was found to be a priority for administration and school personnel, and efforts are in place to support and sustain the SWPBIS program.enSWPBISSchool-Wide Positive Behavioral Interventions and SupportsEast Central Elementary School (Finlayson)Master of EducationDepartment of EducationCollege of Education and Human Service ProfessionsUniversity of Minnesota DuluthPlan Cs (coursework-based master's degrees)Behavior disorders in children.Problem children -- Education.Behavior modification.Scholarly Text or Essay