Teachers' Understanding of Positive Behavioral Interventions and Supports (PBIS)
出版項
2020
說明
1 online resource (94 pages)
文字
text
無媒介
computer
成冊
online resource
附註
Source: Dissertations Abstracts International, Volume: 82-06, Section: B
Advisor: Frazer, Linda H
Thesis (Ed.D.)--Wilmington University (Delaware), 2020
Includes bibliographical references
With increasing numbers of children displaying difficult behaviors, educators find themselves challenged with addressing an increase in disruptive, disrespectful, and aggressive behaviors within their school. In recent years, Positive Behavioral Intervention and Support programs (PBIS) were developed to address the overall need for a positive environment, as well as design a clear and continuous response to the specific needs of challenging students (Sugai & Simonsen, 2012). PBIS involves all members of the school community from administration, faculty, students, and other staff in order to be effective. Needless to say, teachers play a vital role in the implementing PBIS programs. Handler et al. (2007) noted that teacher buy-in, understanding, and administrative support are key to the success of any PBIS program. This study examined teachers' understanding of PBIS within a local elementary school in Southeastern Pennsylvania. This research examined teachers' perceptions, implementation, and beliefs regarding administrative support within their local elementary school. The results indicated that teachers had an understanding of PBIS and were in agreement with the implementation. Further, the teachers had a positive response when responding to statements regarding the role of their administrator. These results could prove beneficial to administrators when considering their positive behavior model, and decisions regarding future professional development
Electronic reproduction. Ann Arbor, Mich. : ProQuest, 2021
