Elementary School Teachers' Perceptions on Positive Behavioral Interventions and Supports Implementation and Effectiveness

Content Provider	Semantic Scholar
Author	Anderson-Saunders, Keisha A.
Copyright Year	2016
Abstract	Elementary School Teachers’ Perceptions of Positive Behavioral Interventions and Supports Implementation and Effectiveness by Keisha Anderson-Saunders PD, St. John’s University, 2007 MA, Teacher’s College Columbia University, 2001 BS, Oakwood University, 1999 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2016 Abstract School personnel were concerned that the disruptive student behaviors at an urban, elementary school in the northeast United States had persisted despite positive behavioral interventions and supports (PBIS) implementation and professional development (PD) for more than 7 years. The purpose of this basic qualitative research study was to explore teacher perceptions regarding the PBIS related to student behavior and socialization issues. Skinner’s reinforcement theory and Bronfenbrenner’s bioecological systems theory served as the conceptual frameworks for this study. Specifically, this study explored the PBIS framework in reducing students’ undesirable behaviors, how the framework prepared teachers to implement PBIS in their school, and how PBIS developed prosocial behaviors in students. The study included interview data from 20 purposefully selected teachers from prekindergarten through Grade 3, and Grade 5 teachers who were known to meet the selection criteria of being an urban elementary school teacher with 2 or more years of experience using the PBIS framework. Data were analyzed using Attride-Stirling’s 6 steps of thematic coding. Findings indicated that PBIS is beneficial but selective; more training was needed after implementation; and parental support is necessary for the development of prosocial behaviors. Themes supporting the findings included that the PBIS framework being beneficial, that it was successful with some students but not all, and that it must be implemented properly. Thus, the resulting project provides intervention strategies to supplement the current PBIS framework. The implications for positive social change are dependent on educators to effectively use PBIS in improving students’ social behavior in the school district.School personnel were concerned that the disruptive student behaviors at an urban, elementary school in the northeast United States had persisted despite positive behavioral interventions and supports (PBIS) implementation and professional development (PD) for more than 7 years. The purpose of this basic qualitative research study was to explore teacher perceptions regarding the PBIS related to student behavior and socialization issues. Skinner’s reinforcement theory and Bronfenbrenner’s bioecological systems theory served as the conceptual frameworks for this study. Specifically, this study explored the PBIS framework in reducing students’ undesirable behaviors, how the framework prepared teachers to implement PBIS in their school, and how PBIS developed prosocial behaviors in students. The study included interview data from 20 purposefully selected teachers from prekindergarten through Grade 3, and Grade 5 teachers who were known to meet the selection criteria of being an urban elementary school teacher with 2 or more years of experience using the PBIS framework. Data were analyzed using Attride-Stirling’s 6 steps of thematic coding. Findings indicated that PBIS is beneficial but selective; more training was needed after implementation; and parental support is necessary for the development of prosocial behaviors. Themes supporting the findings included that the PBIS framework being beneficial, that it was successful with some students but not all, and that it must be implemented properly. Thus, the resulting project provides intervention strategies to supplement the current PBIS framework. The implications for positive social change are dependent on educators to effectively use PBIS in improving students’ social behavior in the school district. Elementary School Teachers’ Perceptions on Positive Behavioral Interventions and Supports Implementation and Effectiveness by Keisha Anderson-Saunders PD, St. John’s University, 2007 MA, Teacher’s College Columbia University, 2001 BS, Oakwood University, 1999 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2016 Dedication This dissertation is dedicated to educators who serve children in urban communities. Your commitment and dedication to provide, develop, and impart knowledge to young minds are immeasurable. I salute you for not showing how much you know, but how much you really care. Acknowledgments I would like to acknowledge my Lord Jesus Christ for giving me the strength and ability to persevere through this doctoral journey. Without him, I would not have succeeded. I especially would like to thank my wonderful husband, Mr. Gary Saunders, for his love, patience, support, and technological support throughout this process. To my twin sons, Aiden and Chandler, thanks for being the little heart beats in our lives. To my parents, Mr. and Mrs. Selvin Anderson, brother, Mr. Kevin Anderson, godmother, Mrs. Winsome Dyer-Anthony, and godsister, Ms. June South-Anthony, thank you all for being the role models, encouragement, and driving focus behind me. I also would like say a huge thanks to my editor, Dr. Carolyn Rose-Smith, for her remarkable expertise in working through my dissertation. I would like to say thank you to my previous chair, Dr. Michael Jazzar. Thank you to my current chair, Dr. Cathryn White, my committee member, Dr. Lucian Szlizewkil, and my university research reviewer, Dr. Bonita Wilcox, for your insights and feedback throughout this journey.
File Format	PDF HTM / HTML
Alternate Webpage(s)	http://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=3738&context=dissertations
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article