Evaluating the Impact of Positive Behavior Interventions and Supports (PBIS) on Students with Disabilities

Evaluating the Impact of Positive Behavior Interventions and Supports (PBIS) on Students with Disabilities

Part 1: Summary of Evolving Topical Area of Interest

My topical area of interest is the inclusion of students with disabilities within the learning environment using positive behavior interventions and supports (PBIS). PBIS refers to a multitiered framework applied to improving the emotional, social, academic, and behavioral outcomes of students. The framework maintains that a systematic approach should be employed to reinforce positive behavior while averting negative behaviors. A study by Shaunta (2023) established that many teachers believe that positive behavioral intervention systems motivate students to reduce negative behaviors and increase positive behaviors. However, the same study established that some educators do not think PBIS adequately addresses the needs of students with more serious behavioural issues. It is, therefore, important to assess the effectiveness of PBIS as a negative behaviour reduction strategy for students with disabilities to provide insight that educators can use in implementing it.

Part 2: Refined Problem and Purpose Statements

The problem statement in this study is Exploring the Impact of Positive Behavior Interventions and Supports (PBIS) on Students with Disabilities. The purpose of the study is to establish methods that can help address the behavioral issues of SWDs and improve their education.

Part 3: Potential Research Question and Related Hypotheses

• How do educators perceive the effectiveness of PBIS in addressing the behavioral needs of students with disabilities?
  • Null Hypothesis: There is no significant difference in the rate of exclusionary disciplinary actions between schools with high levels of PBIS implementation and those with low levels.
  • Alternative Hypothesis: Schools with high levels of PBIS implementation have a significantly lower rate of exclusionary disciplinary actions compared to schools with low levels of PBIS implementation.

Part 4: Paradigmatic Perspective, Quantitative Methodology, and Quantitative Designs

Part 5: Justification of Research Choices

The quantitative approach will be applied to complete the research study focused on investigating the impact of Positive Behaviour Interventions and Supports on students with disabilities. This approach is appropriate because it will enable the researcher to collect and analyze numerical data, essential in examining an intervention’s outcome. Using statistical data will enable the researcher to observe quantifiable changes in the behavioral outcomes of students with disabilities, including improved academic performance and a reduction in disciplinary incidents, thus providing information that can be used to answer the research question. The quantitative methodology will also allow the researcher to conduct a systematic, objective assessment of large groups of students using specific, quantifiable success measures in different learning environments. Quantitative research will additionally help the researcher fulfill the research purpose because it will support making comparisons, identifying trends, and accessing empirical data on whether PBIS promotes positive behaviour effectively. The researcher will also use the quantitative methodology to establish causalities, such as the causal relationship between PBIS and positive behaviors among students with disabilities, and make a valid conclusion about the impacts of PBIS on the behaviors of students with disabilities.

References

Salkind, N. J. (2010). Encyclopedia of research design. SAGE.

Shaunta, V. (2023). The effectiveness of PBIS for students who have Behavior Interventions Plans [Unpublished doctoral dissertation]. Mississippi State University.

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Instructions
During this week, you learned about paradigmatic perspectives, quantitative methodology, and quantitative designs. Last week, your assignment was to envision your research focus from both theoretical and applied research approaches.

This week, you are to consider research into your topic using quantitative methodology. To complete this assignment, you will use the Week 3 discussion of research questions and the Week 2 problem and purpose statements (as refined through feedback received). These statements should align with the focus and scope (i.e., theoretical or applied) of your degree program. In this assignment, you will propose alignment of paradigmatic perspective, quantitative methodology, and one quantitative design.

Impact of Positive Behavior Interventions and Supports (PBIS) on Students with Disabilities

Organize your work as follows:

Part 1: one-paragraph summary of your evolving topical area of interest
Part 2: your refined problem and purpose statements
Part 3: one potential research question and related hypotheses
Part 4: a side-by-side presentation (see example) of paradigmatic perspective, quantitative methodology, and at least two quantitative designs

Paradigmatic Perspective Methodology Design(s)

Quantitative

Quantitative

Part 5: one page stating the justification of your choices, including how your choices best suit investigating your refined problem statement and fulfilling the purpose of the research

Length: 2 pages, excluding title and reference pages.

Research Methods for Education
Privitera, G.J., & Ahlgrim-Delzell, L. (2019). Research methods for education. SAGE.
This resource is the course textbook. This text will help you understand the basics of quantitative studies in education. For this week, concentrate on reading Chapters 4-5, 7-9, and 13-14.
The link to the Redshelf book is located in your course in the Getting Started module and the Bookshelf link on your top navigation bar.
EDR-8300 Week 4 Quantitative Meth_Designs
Booker-Zorigan, B., & Lloyd, C. (2021, June 9). EDR-8300 week 4 quantitative meth_designs. [Video]. Kaltura.
EDR-8300 Week 4 General Tips Methodology_Design
Booker-Zorigan, B., & Lloyd, C. (2021, June 9). EDR-8300 week 4 general tips methodology_design. [Video]. Kaltura.
Intellect, Light, and Shadow in Research Design
Bean, J. P. (2011). Intellect, light, and shadow in research design. In C. F. Conrad, & R. C. Serlin, The SAGE handbook for research in education: Pursuing ideas as the keystone of exemplary inquiry (pp. 165-182). SAGE.
This resource gives a nice overview of the role of methodology in educational research. It includes a discussion of the role of theory in research, developing ideas and choosing topics, and various approaches to research. Pay particular attention to the sections on “Methodology and the Scientific Approach” and “The Primary Research Audience.”
Quantitative Research
Salkind, N. J. (2010). Encyclopedia of research design (Vols. 1-0). SAGE.
This resource provides an overview of quantitative research including problem statements, operational definition of variables, the relationship of populations and samples, inference, formulation and testing of hypotheses, exploratory data analysis, selecting inferential statistical tests, and reporting results and conclusions. It also discusses quantitative designs.
Pragmatic Study
Salkind, N. J. (2010). Encyclopedia of research design (Vols. 1-0). SAGE.
This resource discusses research from a pragmatic perspective to address real-world problems. EdD students, in particular, should pay particular attention to the discussion of goals of pragmatic research.
Evidence-Based Decision Making
Salkind, N. J. (2010). Encyclopedia of research design (Vols. 1-0). SAGE.
This resource discusses the role of quantitative research in evidence-based decision making. It also introduces the concept of decision analysis.