|Institution:||George Mason University|
|Keywords:||PBIS; implementation fidelity; positive behavior support; school climate; academic achievement; positive behavior interventions and support|
|Full text PDF:||http://hdl.handle.net/1920/9200|
The relationship among PBIS implementation fidelity, school climate, and academic achievement was examined over a three year period. No statistically significant differences were found between schools that implement PBIS with ???gold standard??? fidelity and schools that implement PBIS on the variables of school climate and academic achievement over time. Data analysis did not reveal statistically significant differences in academic achievement scores for schools that implement PBIS with gold standard fidelity and those that do not. However, an overall main effect for time was revealed on the outcome variable of school climate. For both groups of schools, measures school climate increased over time with statistically significant increases found between the first and third year of implementation as well and between the second and third year of implementation. The increases in school climate were greater, in terms of mean scores of school climate surveys, for schools that implement PBIS with gold standard fidelity.