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 learningIn this study quantitative data was collected through the examination of
standardized scores identified students earned on both the NeSA-R , NeSA-M, and MAP
both before and after the implementation of PBiS. The data was analyzed descriptively
and comparatively. Results indicated that students earned better standardized scores
following the implementation of PBiS. Qualitative data was also analyzed for a deeper
understanding of the process and implementation process of PBiS. Leadership team
members, Norris Middle School staff members and students all indicated implementation
of PBiS has helped with positive changes with students at Norris Middle School.
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.