Teachers' perceptions of successfully sustained PBIS programs

Pfeiffer, Nathan

Pfeiffer, N. (2022). Teachers' perceptions of successfully sustained PBIS programs.

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Title	Teachers' perceptions of successfully sustained PBIS programs
Abstract	Positive Behavioral Interventions and Supports (PBIS) is a system of support that includes proactive interventions for defining, teaching, and supporting student behaviors to ensure a positive school atmosphere. PBIS programs are being implemented more and more and there is a large amount of research and literature about best practices when implementing these programs, but not as much on sustaining these programs. The purpose of this mixed methods study is to look at successfully sustained PBIS programs and to find commonalities from teacher perspectives on these programs. Finding these common trends will help other schools and districts being able to maintain their PBIS program after implementation. The data for this study was collected through teacher responses to open-ended questions on PBIS programs and ratings based on Likert-type questions on the importance and effectiveness of key PBIS program components. The school used for this study had been identified by the state of Pennsylvania as having sustained fidelity with their PBIS program. Themes that emerged from this research were the importance of adapting programs, staff buy-in, the use of data, teacher training and professional development, administrative support, and the token economy. These findings show the need to continually make changes to programs over time, the proper use of data, continued professional development, and the importance of funding to sustain PBIS programs.
Date	2022

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Title: Teachers' perceptions of successfully sustained PBIS programs
Author: Pfeiffer, Nathan
Abstract: Positive Behavioral Interventions and Supports (PBIS) is a system of support that includes proactive interventions for defining, teaching, and supporting student behaviors to ensure a positive school atmosphere. PBIS programs are being implemented more and more and there is a large amount of research and literature about best practices when implementing these programs, but not as much on sustaining these programs. The purpose of this mixed methods study is to look at successfully sustained PBIS programs and to find commonalities from teacher perspectives on these programs. Finding these common trends will help other schools and districts being able to maintain their PBIS program after implementation. The data for this study was collected through teacher responses to open-ended questions on PBIS programs and ratings based on Likert-type questions on the importance and effectiveness of key PBIS program components. The school used for this study had been identified by the state of Pennsylvania as having sustained fidelity with their PBIS program. Themes that emerged from this research were the importance of adapting programs, staff buy-in, the use of data, teacher training and professional development, administrative support, and the token economy. These findings show the need to continually make changes to programs over time, the proper use of data, continued professional development, and the importance of funding to sustain PBIS programs.
Advisor: Rineer-Hershey, Ashlea
Committee Members: Bienek, Eric
Sciullo, Francis
Date Issued: 2022
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
Topics: Classroom management -- Psychological aspects
Problem children -- Behavior modification -- Pennsylvania
Teachers -- Pennsylvania -- Attitudes
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/)