Teacher Perceptions on the Effects of the Implementation of Positive Behavior Interventions and Supports in Early Elementary Settings PDF Download
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Author: Lori A. Bauerline
Publisher:
ISBN:
Category :
Languages : en
Pages : 141
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Book Description
The purpose of this qualitative study was to investigate the perceptions of elementary teachers on the impact of an established school-wide Positive Behavior Intervention and Support system (PBIS) on students as they progress through the elementary grades. Specifically, this study focused on elementary teacher perceptions of the effect of PBIS on students who exhibited challenging behaviors, the effect of the PBIS on the schoolwide learning environment, and the teacher perceptions of their preparedness to implement the PBIS system. The researcher studied the data compiled from the responses of 30 kindergarten through second grade teacher participants from three school districts in south central Pennsylvania. The participants volunteered to complete a researcher created online survey that was comprised of Likert-scale survey statements and openended response questions. The researcher invited respondents to participate in individual interviews conducted by the researcher. Six respondents participated in the interviews which enabled the researcher to elicit additional information. The findings of this study affirmed that overall, teachers perceived that the implementation of the PBIS system was effective in addressing student challenging behavior. The data compiled from the responses demonstrated that the teachers perceived that the implementation of the system had a positive effect on the school-wide learning environment. The findings also revealed the perception of an increased need for professional development, time, and funding to assist with teacher preparedness to implement the established system. These findings confirmed previous research and supported the need for future research on the effectiveness of the implementation of a PBIS system.
Author: Lori A. Bauerline
Publisher:
ISBN:
Category :
Languages : en
Pages : 141
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Book Description
The purpose of this qualitative study was to investigate the perceptions of elementary teachers on the impact of an established school-wide Positive Behavior Intervention and Support system (PBIS) on students as they progress through the elementary grades. Specifically, this study focused on elementary teacher perceptions of the effect of PBIS on students who exhibited challenging behaviors, the effect of the PBIS on the schoolwide learning environment, and the teacher perceptions of their preparedness to implement the PBIS system. The researcher studied the data compiled from the responses of 30 kindergarten through second grade teacher participants from three school districts in south central Pennsylvania. The participants volunteered to complete a researcher created online survey that was comprised of Likert-scale survey statements and openended response questions. The researcher invited respondents to participate in individual interviews conducted by the researcher. Six respondents participated in the interviews which enabled the researcher to elicit additional information. The findings of this study affirmed that overall, teachers perceived that the implementation of the PBIS system was effective in addressing student challenging behavior. The data compiled from the responses demonstrated that the teachers perceived that the implementation of the system had a positive effect on the school-wide learning environment. The findings also revealed the perception of an increased need for professional development, time, and funding to assist with teacher preparedness to implement the established system. These findings confirmed previous research and supported the need for future research on the effectiveness of the implementation of a PBIS system.
Author: Geoffrey Dean Reno
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 167
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Book Description
This correlational research study examined the effect of behavioral interventions through school-wide positive behavior interventions and supports (PBIS) on elementary student reading and math achievement in one Midwestern suburban elementary school among 71 students in grades first through fifth participating in PBIS Tier II interventions compared to 71 peers not participating in the intervention. Additionally, this study analyzed teacher perceptions of PBIS implementation and experiences with students participating in the Tier II behavior interventions. The research contributes to the literature by examining the effects of individualized interventions on academic achievement for students. The PBIS Tier II intervention of Check-In/Check-Out (CICO) was implemented by the school for students unable to consistently meet school-wide behavior expectations. Data from the Renaissance Learning STAR Reading and Math assessments and progress monitoring of student behaviors were gathered and analyzed. A teacher survey was distributed to building staff members to understand their perceptions of PBIS Tier II interventions and their experiences with students participating with the intervention. A Pearson correlation and two-sample t-test were used to analyze the possible relationship between the student participation in the PBIS Tier II behavior interventions and their reading and math academic achievement according to the students' scaled score gains on the STAR Reading and Math assessments. Through this study, no statistically significant differences were found between student participation in PBIS Tier II behavior interventions and academic achievement in reading and math. Consequently, these findings are discussed in terms of assisting schools implementing PBIS Tier II interventions to address reading and math academic challenges.
Author: Melody A. Arndts
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 0
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Book Description
Schoolwide Positive Behavior Intervention and Supports (SWPBIS) is a tiered program that provides three levels of behavior and social-emotional support for students. Tier one is for all students, tier two is for some students in need of targeted or some additional intervention, while tier three is for few students who need the most intensive support (Center on PBIS, 2023b; Lewis et al., 2017; Simonsen et al., 2008; Sugai & Horner, 2002). Schools have increasingly implemented Schoolwide Positive Behavior Intervention and Supports (SWPBIS), but research suggests that few high schools have implemented SWPBIS when compared with elementary and middle schools (Feuerborn et al., 2015; Flannery et al., 2013). High schools have varying contextual factors that differ from elementary and middle schools, presenting distinctive challenges with the implementation process and fidelity of SWPBIS. This qualitative phenomenological study explores secondary teachers’ perceptions of the school-wide and class-wide implementation process of SWPBIS at the high school level and its impact on students with disabilities and other health impairments. Additionally, this study examines secondary teachers’ perceptions of effective discipline strategies and their perception regarding out-of-school suspensions. Findings suggest that inequitable practices of the SWPBIS may likely stem from personal beliefs and philosophy of SWPBIS, teacher autonomy in the classroom, lack of time and inconsistent implementation, and buy-in.
Author: Melissa Stormont
Publisher: Corwin Press
ISBN: 1412940559
Category : Education
Languages : en
Pages : 305
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Book Description
Presents the Programwide/Schoolwide Positive Behavioral Support system, a preventive approach that helps educators teach classroom behavior skills.
Author: Milton A. Ayers (Jr)
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 228
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Book Description
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 behavior matrix were developed with input from the staff. The surveys were administered, retrieved, and analyzed electronically using Google forms and an Excel Spreadsheet. Interviews were arranged to encourage dialogue and get a greater understanding of their perceptions of the PBIS process. Observations were conducted using "compliment chains". The results of the findings were shared with the faculty, and used in developing a future classroom PBIS model.
Author: Tantaneshia Houston
Publisher:
ISBN:
Category : Education and state
Languages : en
Pages : 0
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Book Description
Findings and Conclusions: The data revealed the effect of the implementation of PBIS on the overall influence of elementary students’ behavior management. Some of the results of the implementation of PBIS showed that consistency is needed, rewards are positive motivators for students, and buy-in from others within the school, including teachers, principals, bus drivers, and even cafeteria staff, helps with consistency of student behavior. However, the findings also revealed some negatives which suggested that more PBIS training is needed for all involved. Results also indicated that changing the minds of veteran teachers to implement PBIS using the most up-to-date strategies can be difficult.
Author: Victoria Leigh Harr Morley
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 92
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Book Description
With a rise of behavioral concerns in the classroom, education systems have turned to positive behavior interventions and supports (PBIS) to reinforce positive behaviors. The purpose of this quantitative predictive correlational study was to examine the relationship between the fidelity of PBIS implementation, teacher perceived effectiveness of the programs, and time spent implementing the program. The theoretical framework for this study came from the applied behavior analysis theory. The researcher used a quantitative predictive correlational design to examine the relationship between the fidelity of implementation of PBIS programs, teacher perception of effectiveness of the PBIS framework, and time spent implementing PBIS. The study sample was taken from a population of approximately 600 elementary, middle, and high school teachers in a rural school district in East Tennessee during the 2020-2021 school year. The Benchmarks of Quality (BoQ) and the Teacher Perceptions of Positive Behavior Intervention Support Survey (Thornton, 2012) were used to measure implementation fidelity of PBIS programs and teacher perception of PBIS programs, respectively. The assumption of linearity and the assumption of bivariate normal distribution were tested using a scatterplot. A bivariate linear regression was used to examine the relationship between implementation fidelity of PBIS programs and teacher perceptions of program effectiveness, and another was used to examine the relationship between time spent implementing PBIS and teacher perceptions of program effectiveness. The study revealed a significant predictive relationship between implementation fidelity of PBIS programs and teacher perceptions of the programs.
Author: Melanie L. Martinez
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 47
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Book Description
A significant concern among administrators, teachers, and parents is disruptive student behavior. Educational researchers have found that traditional discipline policies such as suspension, expulsion, and other Zero Tolerance practices have failed to reduce disruptive behaviors in students. Furthermore, traditional discipline policies have been shown to discriminate against students of color and those with disabilities. This study investigated teachers’ perceptions of alternative discipline policies, specifically Positive Behavioral Interventions and Supports (PBIS). Participants were interviewed individually using questions developed by the researcher regarding experiences and perceptions of PBIS. Common themes identified from responses were the need for ongoing professional development, the need to develop interventions for high-risk students who are not responding to primary interventions, and the need to establish data collection protocols to evaluate the effectiveness of PBIS implementation, which was regarded as a limitation in the current implementation of PBIS.
Author: Shelley C. Jackson
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 117
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Book Description
Teachers are committed to student success and academic achievement, including those students with behavioral issues. Teachers are often faced with student misbehaviors and classroom disruptions. The ability to engage all students in active learning in a classroom constitutes effective attentional processes and instructional practices. In this context, states, districts, and school administrators have recognized the need for transformational strategies and support to aid effective classroom teaching. A school-wide system approach to address student responsiveness and positive expected outcomes are discussed. To better understand the implementation of support strategies from teacher responsiveness to student behavior in the classroom, in-depth qualitative interviews were conducted with 21 elementary teachers to determine the perceptions of student behavior. A 10-question semi-structured interview questionnaire was conducted using six steps of Braun's and Clarke's thematic coding. This study describes the teachers' perspectives and approaches to behavior management and intervention strategies, including implementation of classroom management and knowledge about Positive Behavior Interventions and Supports (PBIS). Findings indicated that teachers recognized the (PBIS) framework as beneficial but selective; more training was needed after implementation, and parental support was necessary for the development of prosocial behaviors. Additionally, themes supporting the findings included that the (PBIS) framework was advantageous for some students but not all when implemented properly. The research suggests more training in dealing with cyberbullying and positive social change would be a foundational start for the proposed future strategies of the (PBIS) framework.
Author: John T. Shumway
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 176
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Book Description
Disruptive behaviors in elementary schools are a serious concern for teachers. With mounting pressure from school district administrations, state and federal government agencies, and the communities in which these schools reside, teachers often struggle to determine the best path to achieve consistent student engagement. When inappropriate behaviors are not managed effectively, academics suffer. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Professional Learning Communities (PLC) have also become very common in schools as teachers are organized into teams to collaborate and plan learning opportunities and methods for the instruction and assessment of students. The present study examined the effects of PBIS implementation through the PLC on the teaching staff in 7 elementary school classrooms. This is a case study in which selected teachers were observed and interviewed to determine their level of and concerns regarding implementation and subsequent adoption level. Results indicate that the teachers all have unique experiences with PBIS and related interventions that either reduce their use or support their belief that it is an effective system. Their PLC collaboration is also discussed as it was proposed to be the medium and data catalyst for implementation. Limitations and implications of this study for researchers and practitioners are discussed.
