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Colleen Canty, Ph.D. is a 2024 graduate of the PHD Program in Leadership and Change at Antioch University.

Colleen Canty at her Dissertation Defense.

From L-R: Dr. Mitch Kusy. Committee Chair, Dr. Jon Wergin, Committee Member, Dr. Michael Valentine, Committee Member

Dissertation Committee

  • Mitch Kusy, PhD, Committee Chair
  • Jon Wergin, PhD, Committee Member
  • Michael Valentine, PhD, Committee Member

Keywords

leadership, behavior, communication, education policy, positive behavior systems (PBS)

Document Type

Dissertation

Publication Date

2024

Abstract

Positive Behavioral Interventions and Supports (PBIS) are a continuum of behavior intervention strategies designed for implementation across the student population. The implementation of PBIS has demonstrated positive academic and behavioral outcomes, as well as safe and favorable school culture in the public education setting (Ockerman et al., 2012; Sugai & Horner, 2009). However, in the alternative school setting, results have not been as favorable. “Alternative school programs have also moved towards adopting PBIS framework, however, outcomes have been less positive. Although alternative programs are often more restrictive and specialized because of the intensified needs of their youth, they share instructional, behavioral, and organizational characteristics with public schools” (Simeson & Sugai, 2013, p. 21). This research sought to engage in action research to evaluate and modify the existing state of PBIS implementation. The team was comprised of 13 education professionals who engaged in a process to review, discuss, analyze, and plan for the ongoing implementation of PBIS. This research was conducted in a small therapeutic high school with roughly 50 students from over 16 local school district communities. The findings of this research indicate that various factors should be considered when planning for a system wide behavioral intervention system, to include: the value of various stakeholder engagement, the need to keep student focused goals at the core, and the need to develop a system that will accurately reflect the purpose of the initiative and the desired culture of the school system. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

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Colleen Canty

ORCID: #0009-0005-8983-251X

Colleen Canty has spent the last 12 years working as an education-behavior specialist across multiple settings, to include home, community, school, and center-based services. A Board-Certified Behavior Analyst (BCBA®), Colleen has presented at various conferences both locally and internationally. Conference facilitation include and not limited to: MassABA, Rebuilding Women, Massachusetts Teachers Association, and The International Leadership Association - Barcelona Spain (2016) / Atlanta, Georgia (2017). Colleen received the Boston Business Journal “People on the Move” award in 2016. Colleen holds a master’s degree in education and a Certificate of Advanced Graduate Study in behavior modification from Fitchburg State University, as well as a Doctor of Philosophy in leadership and change, from Antioch University. Colleen has worked as an adjunct professor at Fitchburg State University and Capella University, instructing graduate courses. Colleen has been a long-time volunteer for many nonprofit organizations. Most recently Colleen received the Presidential Lifetime Achievement Award from the White House for her community service work.

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