The Effects of PBIS on the On-Task Behaviors of HIgh School Students with Emotional Behavioral Disabilities in a Segregated Academic Setting

Abstract

Adolescents struggling with emotional behavioral disabilities at the high school level typically cause serious and legitimate concern for teachers, peers, and school administrators. Behavior management strategies must be taught so that these students can be successful in education and be positive, contributing citizens as adults. The purpose of this study is to determine the effects of PBIS in the high schools, more specifically with those students diagnosed with an emotional behavioral disorder (EBD) in a pull-out classroom setting. In other words, does PBIS positively affect the behaviors of special education students with EBD? This research asks does implementing PBIS in a high school setting with students with emotional behavioral disorders (EBD) increase on-task behaviors?