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    The Impact of Data Sharing on the Accuracy of Staff Perceptions in Schools Implementing School-wide Positive Behavior Support

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    Author
    Upreti, Gita
    Issue Date
    2009
    Keywords
    Data Sharing
    School-wide Positive Behavior Support
    Student Behavior
    Teacher Perceptions
    Advisor
    Liaupsin, Carl J.
    Committee Chair
    Liaupsin, Carl J.
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    Decisions to refer students for disciplinary consequences (Hyman & Perone, 1998), eligibility for special services referrals (Smart, Wilton, & Keeling, 1980), and even suspension or expulsion (Brooks, Schiraldi, & Zeidenberg, 2000), are all likely to be driven by teacher perceptions of student behavior. Yet though there is a wealth of research investigating the mechanisms and consequences of teacher perceptions of student behavior, the accuracy of these perceptions has not been addressed in the literature. This study contrasted staff responses on questionnaires about student behavior by infraction category, school locations, and times with the actual referral counts from each setting to achieve a measure of perceptive accuracy for each participant. The results presented in this study extend the research literature on teacher perceptions by providing strong support for data sharing as a perception-changing mechanism among participants working in schools implementing school-wide positive behavior support (SWPBS). Participants assigned to conditions in which school-wide discipline data were shared had accuracy scores which were statistically higher than those in non-data sharing conditions. However, asking participants to report their perceptions more than once did not increase the accuracy of their responses in a statistically significant way. The application of an experimental research design and the use of appropriate statistical significance tests draw attention to effects which are statistically real. Additionally, the random assignment of participants within schools to one of four conditions provides us with confidence that the intervention, and not some factor, caused the change in accuracy scores among participants.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Special Education
    Graduate College
    Degree Grantor
    University of Arizona
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    Dissertations

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