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A Survey of Team Members' Perceptions of Coaching Activities Related to Tier 1 SWPBIS Implementation
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Bastable, Eoin; Massar, Michelle M.; McIntosh, Kent – Journal of Positive Behavior Interventions, 2020
Coaching is an important component in multi-tiered systems of support (MTSS) such as school-wide positive behavioral interventions and supports (SWPBIS), but little is known about which coaching activities are most related to sustained implementation of this school-wide framework. A survey was developed to examine the amount of receipt and…
Descriptors: Coaching (Performance), Positive Behavior Supports, Program Implementation, Intervention
Implementing Positive Behavior Intervention and Support (PBIS) with Fidelity: Secondary School Staff Members' Descriptions of School Climate
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Lawrence, Tory D.; Holubz, Billie Jean; Paynter, Kelly C.; Hixon, Michael L. – Journal of Educational Research and Practice, 2022
Positive Behavior Intervention and Support (PBIS) is a schoolwide initiative implemented in many schools to address discipline concerns and promote a positive school climate. This phenomenological study examined the school climate perceptions of 12 staff members from three secondary schools in two North Carolina school districts that implemented…
Descriptors: Secondary School Teachers, Positive Behavior Supports, Intervention, School Activities
Teacher Perceptions of Using Positive Behavior Interventions and Supports as Behavioral Interventions in a Pre-K-5 Elementary School: A Phenomenological Study
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Roberts-Clawson, Meghann E. – ProQuest LLC, 2017
This qualitative study addresses teacher perceptions of using positive behavior interventions and supports (PBIS) as positive behavioral interventions. This phenomenological study was conducted within a Pre-K-5 elementary school in northwestern North Carolina. In order to collect qualitative data, personal individualized interviews were conducted…
Descriptors: Qualitative Research, Teacher Attitudes, Positive Behavior Supports, Intervention
Relationship between Teachers' Sense of Efficacy and Student Referrals to the Intervention Support Team
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Newell, Monica M. – ProQuest LLC, 2017
The Intervention Support Team possesses the vital components to ensure that students receive every opportunity to excel in the classroom before being referred to the special education program. The largest contributors to students referred for special education testing are teachers. The purpose of this quantitative, correlation predictive study was…
Descriptors: Intervention, Positive Behavior Supports, Teacher Effectiveness, Self Efficacy
A Randomized Waitlist Controlled Analysis of Team-Initiated Problem Solving Professional Development and Use
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Horner, Robert H.; Newton, James S.; Todd, Anne W.; Algozzine, Bob; Algozzine, Kate; Cusumano, Dale; Preston, Angela – Behavioral Disorders, 2018
Data-based problem solving is a hallmark of research-supported practices such as positive behavioral interventions and supports. In this study, we provided members of positive behavioral interventions and supports (PBIS) teams from 38 elementary schools with professional development focused on a research-supported problem-solving model…
Descriptors: Problem Solving, Randomized Controlled Trials, Workshops, Intervention
Sustaining Positive Behavior Intervention and Support (PBIS)
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Johnson, Jamie Pressley – ProQuest LLC, 2014
Across the nation schools are adopting Positive Behavior Interventions and Support as a school management plan. Despite the vast research on PBIS implementation and the effects of the program on student behavior, little is known about the sustainability of the model. This qualitative single case study examined stakeholder values, beliefs, and…
Descriptors: Positive Behavior Supports, Qualitative Research, Case Studies, Middle Schools