Teachers today are spending more time with problem behaviors and less time with instruction. Problem behaviors can affect students’ learning as well as teachers’ instructional time. In contrast to traditional disciplinary practices, this study explored teachers’ perspectives from all three educational levels regarding the efficacy of positive behavior interventions and supports. Many programs and approaches are available to improve student behavior in schools. Positive Behavioral Interventions and Supports (PBIS) is designed to help schools create and sustain effective behavioral supports for students. This study was focused on the perceptions of teachers after the implementation of a program of positive behavior support in districts within the state of Illinois. Forty-five school districts were randomly chosen from each region and educational level. The research that guided the study related to the perceptions of teachers on the efficacy of the Positive Behavior Interventions and Supports system. The research was inconclusive, as teachers reported that the behavior system was needed, but it did not change the behaviors of the students who displayed challenging behaviors. This study was significant as it added to the body of research of Positive Behavior Interventions and Supports.
|Commitee:||Fahsl, Allison, Hagan, Mary, Hardt, Darrell|
|School Location:||United States -- Illinois|
|Source:||DAI-A 80/05(E), Dissertation Abstracts International|
|Subjects:||Instructional Design, Education, Curriculum development|
|Keywords:||Behavior management, PBIS, Perception, Positive Behavioral Interventions and Supports, Teacher|
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