Download full text
Download full text
ERIC Number: EJ1175692
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Perceptions of Implementing Positive Behavior Interventions and Supports in High-Need School Contexts through the Voice of Local Stakeholders
McDaniel, Sara C.; Kim, Sunyoung; Guyotte, Kelly W.
Journal of At-Risk Issues, v20 n2 p35-44 2017
Positive behavior interventions and supports (PBIS) is an evidence-based framework for preventing and treating challenging behavior in schools and improving overall school climate. The efficacy of this positive, proactive framework has been well established across varying school settings, yet little is known about schoolwide PBIS implementation and sustainability in high-need school contexts. This qualitative study investigated perceptions of the barriers and facilitators to implementing and sustaining PBIS in high-need schools from the perspectives of four stakeholders. A semistructured focus group was conducted with stakeholders from high-need schools with experience in implementing PBIS. Four key categories were identified: (a) perceptions of PBIS outcomes, (b) challenges, (c) additional supports, and (d) suggestions for improving PBIS in high-need schools. Practical implications and next steps are discussed.
Descriptors: Positive Behavior Supports, Stakeholders, Models, Educational Environment, Qualitative Research, Barriers, Focus Groups, Behavior Problems, Intervention, Fidelity, Case Studies, Grounded Theory, Program Implementation, Disadvantaged Schools, Economically Disadvantaged, Educationally Disadvantaged, Student Behavior, Elementary Schools, Middle Schools
National Dropout Prevention Center/Network. Clemson University, 209 Martin Street, Clemson, SC 29631. Tel: 864-56-599; Fax: 864-656-0136; e-mail: firstname.lastname@example.org; Web site: http://www.dropoutprevention.org/ndpcdefault.htm
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A