The Relationship of the Implementation of Positive Behavior
Interventions and Supports to improve Academic Achievement
Brenda Leilani Tracy, Ed.D.
University of Nebraska, 2013
Advisor: Larry Dlugosh and Jody Isernhagen
The foundation for PBiS and its practices is that academic achievement and social
behaviors are connected. It becomes difficult for students to learn when the student is
spending more time in discipline-related interactions than in those related to learning
academic content. School administrators and teachers have become increasingly
frustrated with the impact of poor student behavior on academic achievement in their
schools. The situation leads to the public perception that student behavior is out of
control. Isolated situations of violence (e.g., school shootings) contribute to the
perception. Teachers continually struggle to master classroom management strategies
that are proactive, preventative in nature, and lead to improved student achievement.