Date of Award

Spring 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor/Committee Member

Nyaradzo Mvududu

Second Advisor/Committee Member

David Denton

Third Advisor/Committee Member

Kristine Gritter

Keywords

SWPBIS, PBIS, Behavior Management, Middle School, Behavior, Educational Leadership, Discipline

Abstract

This study is a program evaluation utilizing a causal-comparative pre/post design to assess the impact of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) on behavioral outcomes in a post-COVID middle school. Following the COVID-19 pandemic, behavioral challenges, including classroom disruption and violence, increased, intensifying the need for structured behavior management systems. SWPBIS provides a framework for promoting a positive school culture through structured behavior expectations and reinforcement strategies. Grounded in behaviorism, social learning theory, and Response to Intervention (RtI), SWPBIS contrasts with zero-tolerance policies and restorative practices, which are also examined for their impact as alternative behavior management approaches. Empirical evidence supports the efficacy of SWPBIS in reducing exclusionary discipline, as seen in decreased suspension and office discipline referrals (ODR) rates. Using a causal-comparative design, this study analyzed pre-and post-implementation data to evaluate SWPBIS’s effectiveness in reducing office discipline referrals (ODRs). And exclusionary discipline (suspensions). Notable, no significant racial disparities were found in ODRs, suggesting early progress toward more equitable reporting practices. However, disparities in suspension rates persisted for male students, students receiving special education services, and Black students, emphasizing the need for stronger multi-tiered supports. These findings suggest that SWPBIS holds promise in reducing behavioral incidents and improving equity in student outcomes over time. This study contributes to the literature on school-wide behavior frameworks in post-pandemic education environments and provides practical insight for school leaders seeking to create proactive, positive, and equitable school discipline systems.

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