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ERIC Number: ED540773
Record Type: Non-Journal
Publication Date: 2013
Pages: 13
Abstractor: As Provided
Classroom-Level Positive Behavior Supports in Schools Implementing SW-PBIS: Identifying Areas for Enhancement
Reinke, Wendy M.; Herman, Keith C.; Stormont, Melissa
Online Submission, Journal of Positive Behavior Interventions v15 n1 p39-50 2013
This study evaluated the use of classroom-level behavior management strategies that align with School-Wide Positive Behavioral Interventions and Supports (SW-PBIS). Direct observations of universal classroom management strategies were conducted across 33 elementary classrooms in elementary schools implementing SW-PBIS with high fidelity. Findings indicate that classrooms had posted positively stated classroom rules at high rates, whereas teacher use of specific praise and the ratio of positive to negative interactions were less than optimal. Furthermore, classroom teachers with higher rates of general praise were found to report being more efficacious with regard to classroom management. In turn, teachers in classrooms with higher rates of disruptive behavior reported feeling less efficacious. In addition, teachers with lower rates of positive to negative interaction, who used higher rates of harsh reprimands and had higher rates of disruptions, reported higher levels of emotional exhaustion. Implications for developing supports to assist teachers struggling with universal classroom management strategies are described. (Contains 5 tables.)
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Kindergarten
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Maslach Burnout Inventory
IES Funded: Yes
Grant or Contract Numbers: R305A100342