The qualitative case study explores the experiences and perceptions of elementary school teachers' implementation of Positive Behavioral Interventions and Supports (PBIS) for behavioral management in their classrooms. The study addresses the increasing issue of behavioral problems affecting instruction and academic outcomes in the classroom. By…

The focus of this doctoral project was to investigate the implementation of a new behavioral management system, Positive Behaviors Intervention and Support (PBIS), by the teaching staff in grades K-6 at a specific school. The aim of PBIS is to create a consistent set of behavior expectations across the entire campus, rather than just within…

Student behavior within our school system has been and still is an area of concern. There are many different approaches to maintaining a healthy and safe culture for learning. Positive Behavior Interventions and Supports (PBIS) programs can have a powerful impact on schools. No matter the goal of the PBIS program, a school's climate and culture…

For Schoolwide Positive Behavior Interventions and Supports (SWPBIS) to be effective, educators must use the practices as intended. Whether a teacher uses a practice as intended can depend, in part, on how feasible the practice is perceived to be. Identifying malleable factors associated with teachers' perceptions of SWPBIS feasibility can help…

For Schoolwide Positive Behavior Interventions and Supports (SWPBIS) to be effective, educators must use the practices as intended. Whether a teacher uses a practice as intended can depend, in part, on how feasible the practice is perceived to be. Identifying malleable factors associated with teachers' perceptions of SWPBIS feasibility can help…

Teachers are expected to support all students that enter their classrooms including students with Emotional and Behavior Disorders, also known as EBD. The maladaptive behavior exhibited by students with EBD often prevents them from engaging successfully in learning and forging relationships, leading to them being disconnected from school (Sheaffer…

This dissertation explores the lived experiences of Appalachian elementary and middle school teachers who have been identified as working in Positive Behavior Intervention and Support (PBIS) schools. This study used Lifeworld Theory to engage in discussion about the teachers' individual experiences in using PBIS in their classrooms in relation to…

Given that behavioral challenges contribute to learner exclusion in schools, there is a demand for behavior support strategies and practices that (a) extend beyond punitive measures, (b) aid the development of school customs and mores, (c) are based on nonviolence, and (d) promote positive self-discipline. This column explores behavior management…

Despite the overall success of Schoolwide Positive Behavior Support, there is evidence teachers do not effectively utilize Schoolwide Positive Behavior Support features in the classroom. Classrooms are important systems within a Schoolwide Positive Behavior Support framework as this is the location within the school that students spend the…

In the public school system, administrators and educators have multi-faceted responsibilities, including educating students, providing a safe environment, and ensuring a positive school climate conducive to student learning. Positive Behavior Interventions and Supports (PBIS) is a model many schools have adopted to assist in behavior modification…

Data-based individualization (DBI) is a systematic process used to guide teachers in making decisions related to students' responsiveness to intervention. Whereas this process has been used extensively with academic interventions, far less is known about DBI used within the context of behavioral interventions. In this study, elementary general and…

The concern about problematic, disruptive student behavior, declining academics, and their relationships at an inner-city elementary school in the southeast United States had persisted despite positive behavior interventions and supports (PBIS) implementation for two years. The purpose of this basic interpretive qualitative study was to explore…

Family-school partnership has consistently been associated with positive student outcomes. Unfortunately, efforts to engage parents are often demanding, with limited planning around reinforcement needed to sustain participation. The study purpose was to evaluate a behavioral approach to enhance teacher-parent communication and improve student…

The purpose of this study was to assess teacher perceptions in implementing a Positive Behavior Intervention and Support (PBIS) plan in an elementary school. The study was mainly quantitative, using surveys, personal interviews, and observations to measure teacher perceptions. The study focused on the common areas. The rules, procedures, and…

To explore family-professional partnership within schoolwide positive behavioral interventions and supports (SWPBIS), we conducted a qualitative analysis of the perceptions of family members of students with Tier 1 and Tier 2 behavior support needs related to events that impact the quality of their communication with teachers. Family member…