PRESCHOOL TEACHERS’ PERSPECTIVES ON IMPLEMENTING PBIS WITH FIDELITY

Shuttleworth, Madelyn

Shuttleworth, M. (2024). PRESCHOOL TEACHERS’ PERSPECTIVES ON IMPLEMENTING PBIS WITH FIDELITY: A CASE STUDY ANALYSIS.

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Title	PRESCHOOL TEACHERS’ PERSPECTIVES ON IMPLEMENTING PBIS WITH FIDELITY
Abstract	Positive Behavior Interventions and Supports (PBIS) is an evidence-based, multi-tiered framework aimed at supporting preventive and intervention practices, promoting social-emotional skills, and improving academic outcomes for all students. Program-Wide Positive Behavior Intervention and Support (PWPBIS), an adaptation of PBIS for early childhood programs, emphasizes promoting social-emotional skills and implementing preventive strategies to reduce challenging behaviors. Although PBIS is widely researched and validated, there is limited research on implementing PBIS with fidelity, especially within preschool settings. This case study aimed to examine preschool classrooms and assess how teachers' perspectives influence effective PBIS implementation. Data were collected through in-depth, open-ended interviews on PWPBIS and analyzed thematically to identify both key themes and barriers to successful implementation. The main themes that emerged included teachers’ attitudes and perceptions, collaborative support systems, professional development training, staff buy-in, and perceptions of observations. Notable barriers included a lack of staff buy-in, insufficient professional development, misapplications of PBIS, persistent challenging behaviors, and limited support systems. These findings highlight the critical need for staff buy-in, consistent support, and ongoing professional development to sustain PBIS implementation with fidelity.
Date	2024

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Title: PRESCHOOL TEACHERS’ PERSPECTIVES ON IMPLEMENTING PBIS WITH FIDELITY
Sub-Title: A CASE STUDY ANALYSIS
Author: Shuttleworth, Madelyn
Abstract: Positive Behavior Interventions and Supports (PBIS) is an evidence-based, multi-tiered framework aimed at supporting preventive and intervention practices, promoting social-emotional skills, and improving academic outcomes for all students. Program-Wide Positive Behavior Intervention and Support (PWPBIS), an adaptation of PBIS for early childhood programs, emphasizes promoting social-emotional skills and implementing preventive strategies to reduce challenging behaviors. Although PBIS is widely researched and validated, there is limited research on implementing PBIS with fidelity, especially within preschool settings. This case study aimed to examine preschool classrooms and assess how teachers' perspectives influence effective PBIS implementation. Data were collected through in-depth, open-ended interviews on PWPBIS and analyzed thematically to identify both key themes and barriers to successful implementation. The main themes that emerged included teachers’ attitudes and perceptions, collaborative support systems, professional development training, staff buy-in, and perceptions of observations. Notable barriers included a lack of staff buy-in, insufficient professional development, misapplications of PBIS, persistent challenging behaviors, and limited support systems. These findings highlight the critical need for staff buy-in, consistent support, and ongoing professional development to sustain PBIS implementation with fidelity.
Advisor: Rineer-Hershey, Ashlea
Committee Members: Mild, Toni
Monfore, Mike
Date Issued: 2024
Degree Granting Institution: Slippery Rock University of Pennsylvania
College of Education
Special Education
Degree Name: Degree of Doctor of Education (Ed. D.)
Degree Level: Doctorate Degree
Degree Discipline: Special Education
Genre: Dissertation/Thesis
Copyright Statement: The copyright to this item is owned by the author and falls under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License. (https://creativecommons.org/licenses/by-nc-nd/4.0/)