Literaturnachweis - Detailanzeige
Autor/inn/en | Andreou, Theresa E.; McIntosh, Kent; Ross, Scott W.; Kahn, Joshua D. |
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Titel | Critical Incidents in Sustaining School-Wide Positive Behavioral Interventions and Supports |
Quelle | In: Journal of Special Education, 49 (2015) 3, S.157-167 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-4669 |
DOI | 10.1177/0022466914554298 |
Schlagwörter | Intervention; Behavior Modification; Positive Reinforcement; Student Behavior; Critical Incidents Method; Content Analysis; Teamwork; Program Effectiveness; Teaching Methods; School Personnel; Role; Communities of Practice; Administrator Role; Teacher Role; Expertise; Labor Turnover; Misconceptions; Attitudes; Conflict; Foreign Countries; Qualitative Research; Rural Schools; Semi Structured Interviews; Questionnaires; Canada Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Inhaltsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Schulpersonal; Rollen; Community; Lehrerrolle; Expert appraisal; Missverständnis; Attitude; Einstellung; Verhalten; Konflikt; Ausland; Qualitative Forschung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Fragebogen; Kanada |
Abstract | The purpose of this study was to identify, categorize, and describe practitioners' perspectives regarding factors that help and hinder sustainability of Tier I (universal) systems within School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Seventeen participants involved in sustaining Tier I SWPBIS over several years within a school district were interviewed and asked what events affected its long-term implementation through a qualitative approach called the Critical Incident Technique (CIT). A total of 227 critical incidents were recorded and sorted into emergent unitary clusters based on content analysis. These categories then underwent rigorous reliability and validity checks, including expert analysis, inter-rater agreement, and participant feedback. This process yielded 13 categories that represent the participants' experience of sustainability: Continuous Teaching, Positive Reinforcement, SWPBIS Team Effectiveness, Staff Ownership, School Administrator Involvement, Adaptation, Community of Practice, Use of Data, Involving New Personnel, Access to External Expertise, Maintaining Priority, Staff Turnover, and Conflict of Personal Beliefs/Mistaken Beliefs. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |