Positive Behavior Interventions and Supports (PBIS) is a systems-level prevention model for problem behavior in K-12 schools. As the number of schools implementing PBIS continues to increase, so does the number of evaluations of its fidelity and effectiveness. After summarizing the test construction, purpose and function, and psychometric properties of commonly used measures in PBIS, the current study examines the development of a measure of positive behavior that can be used to evaluate outcomes of PBIS implementation. Research questions focus on (a) themes of positive behavior, (b) internal consistency of the measure, (c) correlation and reliability over time, and (d) the analysis of the relationship between fidelity of implementation and levels of positive behavior. Results indicate that six themes of positive behavior could be extracted. The measure was found to have acceptable internal consistency and test-retest reliability. Few statistically significant relationships could be found between levels of implementations and rates of positive behavior.


Kevin Filter

First Committee Member

Daniel Houlihan

Second Committee Member

Lisa Perez

Third Committee Member

Teresa Wallace

Date of Degree




Document Type



Doctor of Psychology (PsyD)




Social and Behavioral Sciences

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License



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