Positive Behavior Intervention and Supports (PBIS): Improving Staff Buy-In with PBIS in a Rural District in the Midwest

Autor/in	Schultz, Christena
Titel	Positive Behavior Intervention and Supports (PBIS): Improving Staff Buy-In with PBIS in a Rural District in the Midwest
Quelle	(2023), (122 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of South Dakota
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-4664-9
Schlagwörter	Hochschulschrift; Dissertation; Positive Behavior Supports; Rural Schools; School Districts; Adoption (Ideas); Program Implementation; Secondary School Teachers; Teacher Attitudes; Transformational Leadership; School Culture; Student Behavior; Intervention; Fidelity + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Ideas; Ideenfindung; Lehrerverhalten; Schulkultur; Schulleben; Student behaviour; Schülerverhalten
Abstract	Many schools have implemented School-Wide Positive Behavioral Interventions and Supports (PBIS) to address student behavior and social-emotional issues. Historically, the implementation of PBIS has been most prominent at the elementary level; however, more secondary schools have implemented PBIS in the past few years. Staff buy-in of PBIS at the secondary level proved more challenging because of secondary school barriers. This improvement science study used qualitative research to explore what factors contributed to or hindered staff buy-in of PBIS and whether transformational leadership improved buy-in. Participants included seven staff at BEMHS. Qualitative data was derived from a focus group and themes emerged to show what supported and hindered staff buy-in. Three themes emerged that supported staff buy-in. First, PBIS focused on promoting positive behaviors indicating school culture has improved since PBIS implementation. Secondly, PBIS has improved student behavior and culture. Thirdly, transformational leadership did promote staff buy-in. Three themes emerged that hindered staff buy-in. Staff needed more professional development to better understand the referrals and the referral system. The second theme analyzed that hindered staff buy-in was the concern with PBIS, positive students got less recognition in the program. The final theme indicated more support was needed for staff to embrace the attitude of PBIS as a beneficial intervention, so fidelity improves. The discussion results were used to determine the next steps to develop a Plan, Do, Study, Act (PDSA) cycle for BEMHS. The PDSA was a 90-day plan which included staff surveys, data analysis, and module training for staff. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01