Date

12-2017

Document Type

Capstone Project (Open Access)

Degree Name

Bachelor of Arts (B.A.)

Department

Liberal Studies

First Advisor

Patricia Whang

Abstract

School-Wide Positive Behavioral Intervention and Supports (SW-PBIS or PBIS) is a classroom management system that has become increasingly popular in our K-12 educational systems. PBIS was originally created for special needs students and it is now being enforced in schools with a large number of minority student populations. This classroom management method relies on a token rewards system that focuses on reinforcing positive behavior in the classroom. Issues with this classroom management system encompass it being a form of exclusionary discipline, a student conditioning system, and not a culturally grounded and/or responsive system. For this Capstone Project, teachers and students were interviewed to better understand their thoughts on ways to improve PBIS. Improving PBIS is important because the reward system used, raises questions as to whether students are being controlled and conditioned versus encouraged to grow in a holistic manner. Based on an analysis of the data and the relevant research literature, the researchers used what they learned to formulate an action that responded to the focus issue in a way that inspired, informed, or involved a particular audience.

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