Teachers play an important role in treating and preventing school bullying; however, there are instances when they do not act to stop or prevent this phenomenon. There are multiple factors that predict whether and how teachers respond to school bullying. The current study focuses on teachers' Social Dominance Orientation (SDO) as a predictor of…

Preschool teachers in a small county in a southern state are among a growing number of teachers who have expressed concern about not having the skills needed to support young children with challenging behaviors. The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) teaching pyramid was developed to help preschool teachers…

The Determinants of Implementation Behavior Questionnaire for school settings (DIBQ-S) was administered to examine questionnaire internal structure evidence and ascertain 127 Swedish school staff's perceived barriers to and facilitators of implementing the Inclusive Behavioral Support in Schools program. Using confirmatory factor analysis, we…

The purpose of this study was to examine the perception of post-service educators' use of dialectical behavior therapy (DBT) skills with students experiencing emotional dysregulation in a day treatment school. This study extended previous research by examining the perceptions of teachers using DBT skills with students that are demonstrating…

The Positive Behavior Interventions and Supports (PBIS) framework is a research-based model that yields positive behavioral, social, emotional, and academic outcomes (Horner et al., 2009; Horner, 2014; Mathews et al., 2013). However, schools have reported varied success rates with implementation and achieving desired outcomes. While hundreds of…

The purpose of this phenomenological study was to explore general education teachers' successes and challenges implementing low-intensity behavior management strategies while teaching in a public school setting. Guiding this study was Bernard Weiner's attribution theory, as the theory relates to teachers' perceptions and use of behavior management…

This study examined perceptions of teachers who implemented a tiered system of support, the comprehensive, integrated, three-tiered (Ci3T) model of prevention. We reported findings of four focus groups with a total of 18 elementary teachers who implemented Ci3T for 2 years. While the Ci3T model comprised elements addressing academics, behavior,…

Educators' experiences play a key role in how effectively they support and model SEL (Schonert-Reichl, 2017; Brackett et al., 2012). This study investigated the experiences of elementary school educators, support staff, and leadership in implementing and integrating an SEL curriculum, specifically "Second Step." The research applied the…

Naturalistic developmental behavioral intervention (NDBI) strategies appear to be well-suited for implementation by preschool teachers of young children ages 3 through 5, yet research exploring NDBI implementation within this specific context is extremely limited. We applied an implementation science framework to examine reported knowledge,…

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…

This study sought to assess special education teachers' perceptions on the effectiveness with BIPs, their abilities to write and implement behavioral intervention plans (BIPs), and general education teachers' ability to implement BIPs in an inclusive academic setting with fidelity. The researcher utilized a convergent parallel mixed-methods…

The contextual fit of a behavior support plan refers to the extent that the procedures of the plan are consistent with the knowledge, values, skills, resources, and administrative support of those who are expected to implement the plan. This study used a concurrent multiple baseline design across four participants to assess the presence of a…

We report findings from a multistate survey of 720 faculty and staff from 25 elementary schools in five districts across three states and geographic regions participating in an IES Network grant examining integrated tiered systems. In this preregistered study, we replicated and extended previous inquiry examining educators' views of (1)…

We report findings from a multistate survey of 720 faculty and staff from 25 elementary schools in five districts across three states and geographic regions participating in an IES Network grant examining integrated tiered systems. In this preregistered study, we replicated and extended previous inquiry examining educators' views of (1)…