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001 AAI28261120
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008 210823s2020 xx sbm 000 0 eng d
020 9798557010276
035 (MiAaPQ)AAI28261120
040 MiAaPQ|beng|cMiAaPQ|dNTU
100 1 Gilbert, Emmanuel D
245 10 Teachers' Understanding of Positive Behavioral
Interventions and Supports (PBIS)
264 0 |c2020
300 1 online resource (94 pages)
336 text|btxt|2rdacontent
337 computer|bc|2rdamedia
338 online resource|bcr|2rdacarrier
500 Source: Dissertations Abstracts International, Volume: 82-
06, Section: B
500 Advisor: Frazer, Linda H
502 Thesis (Ed.D.)--Wilmington University (Delaware), 2020
504 Includes bibliographical references
520 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
533 Electronic reproduction.|bAnn Arbor, Mich. :|cProQuest,
|d2021
538 Mode of access: World Wide Web
650 4 Educational leadership
650 4 Educational administration
650 4 Education policy
650 4 Behavioral psychology
650 4 Early childhood education
653 Behavioral intervention
653 Emotional behavioral Disturbance
653 High-risk youth
653 Positive Behavioral Interventions and Supports
653 Behavioral support programs
653 Administrative support
653 Professional development
653 Pennsylvania
655 7 Electronic books.|2local
690 0449
690 0384
690 0514
690 0458
690 0518
710 2 ProQuest Information and Learning Co
710 2 Wilmington University (Delaware).|bCollege of Education
773 0 |tDissertations Abstracts International|g82-06B
856 40 |uhttps://pqdd.sinica.edu.tw/twdaoapp/servlet/
advanced?query=28261120|zclick for full text (PQDT)
912 圖書館PQDT110|b1110406
