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dc.contributor.advisorLiaupsin, Carl J.en_US
dc.contributor.authorUpreti, Gita
dc.creatorUpreti, Gitaen_US
dc.date.accessioned2011-12-06T13:34:12Z
dc.date.available2011-12-06T13:34:12Z
dc.date.issued2009en_US
dc.identifier.urihttp://hdl.handle.net/10150/195009
dc.description.abstractDecisions 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.
dc.language.isoENen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © 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.en_US
dc.subjectData Sharingen_US
dc.subjectSchool-wide Positive Behavior Supporten_US
dc.subjectStudent Behavioren_US
dc.subjectTeacher Perceptionsen_US
dc.titleThe Impact of Data Sharing on the Accuracy of Staff Perceptions in Schools Implementing School-wide Positive Behavior Supporten_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.contributor.chairLiaupsin, Carl J.en_US
dc.identifier.oclc659750827en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberUmbreit, Johnen_US
dc.contributor.committeememberFerro, Joleneaen_US
dc.identifier.proquest10230en_US
thesis.degree.disciplineSpecial Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.namePh.D.en_US
refterms.dateFOA2018-07-14T02:27:23Z
html.description.abstractDecisions 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.


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