Abstract
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.
Advisor
Kevin Filter
Committee Member
Daniel Houlihan
Committee Member
Lisa Perez
Committee Member
Teresa Wallace
Date of Degree
2014
Language
english
Document Type
Dissertation
Degree
Doctor of Psychology (PsyD)
Department
Psychology
College
Social and Behavioral Sciences
Recommended Citation
Ebsen, S. A. (2014). The Development of a Teacher-Rating Measure of Positive Behavior [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/373/
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