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ERIC Number: EJ989497
Record Type: Journal
Publication Date: 2012-Aug
Pages: 13
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-0198-7429
Teacher Perceptions of Student Needs and Implications for Positive Behavior Supports
Feuerborn, Laura; Chinn, Donald
Behavioral Disorders, v37 n4 p219-231 Aug 2012
The practices of school-wide positive behavior supports (SWPBS) are dependent on teachers to implement them in their classrooms; thus, gaining the "buy-in" and support of teachers is a critical step in reaching full, building-wide implementation. One step toward achieving this support may be to gain a better understanding of the perceptions and practices of teachers. To this end, 69 preservice and practicing teachers were provided four fictitious student scenarios and asked to describe potential social, behavioral, emotional, and academic needs and the method in which they would address the needs of these students. Written responses were analyzed using a grounded theory approach, and major themes related to social, emotional, and behavioral supports were identified. Across all responses, we noted both common themes and tensions in teacher perceptions that may have important implications for SWPBS. Differences in responses were noted by level of teaching experience. Different trends were also noted in the responses of teachers in schools implementing SWPBS and those in schools without SWPBS. Detailed results, study limitations, and implications for future research are discussed. (Contains 1 table.)
Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Idaho; Illinois; Oregon; Texas; Washington