Open Access Thesis
School discipline--Middle West; Citizenship--Study and teaching (Elementary)--Middle West; Minority students--Middle West--Discipline;
The goal of this study was to examine to what extent the discipline gap is present in a school implementing school-wide positive behavior interventions and supports (SWPBIS) and to examine whether students of different ethnicities are reported disproportionately for different types of behavior. Eight years of reported problem behavior (RPB) data from one elementary school were collected and analyzed both descriptively and statistically. In order to reflect the population proportionately, the presence of the discipline gap was examined using the average number of RPBs per student per year by ethnicity. Results indicate that there was no statistically significant difference between white and African American students, but that Latino students were referred significantly less frequently than African American students. Also, students were not reported differentially by ethnicity for specific types of problem behaviors. Implications of these findings for SWPBIS implementation and directions for future research are discussed.
Date of Award
Specialist in Education
Department of Educational Psychology and Foundations
1 PDF file (vi, 54 pages)
2014 - Sean Christopher Austin
Austin, Sean Christopher, "SWPBIS, behavior patterns, and the discipline gap" (2014). Electronic Theses and Dissertations. 60.