TDNet Discover

The purpose of this capstone is to examine the implementation of Positive Behavioral Interventions and Supports (PBIS) as enacted by educators within an elementary school setting. For the utility of this study, PBIS implementation is broadly defined as the systematic application of explicit behavioral expectations, consistent reinforcement practices, and predictable responses to student behavior designed to support positive behavioral outcomes and reduce behavioral challenges. The theoretical framework guiding this capstone is behaviorist theory, grounded in B. F. Skinner’s principles of operant conditioning, as the inquiry centers on how environmental conditions, reinforcement, and consequences shape student behavior within a school-wide PBIS framework. The anticipated results of this capstone suggest that the implementation of PBIS will improve consistency in behavior expectations and responses across classrooms. It is expected that integrating PBIS practices within existing school routines will strengthen staff collaboration, increase teacher confidence in addressing student behavior, and contribute to a more positive and supportive school climate. To examine these outcomes, the capstone project will collect qualitative data through interviews with staff members, observations of school practices, and the review of relevant documents such as behavior policies, PBIS materials, and meeting records. These data will be analyzed to identify patterns related to how PBIS is introduced, implemented, and sustained within the school setting. Through this process, the capstone aims to demonstrate that embedding PBIS within established school systems can support sustainable behavior practices and enhance overall student outcomes.