Elementary school teachers, school administrators, and school personnel have search everywhere to research-based solutions to find ways to instruct all students with varying abilities to increase academic achievement and to reduce problem behavior in the classroom. The is a need for student to actively engage in the classroom and there is a need for a positive school climate to enhance the learning environment for all student to make advance due to the increasing demands placed on student with many local and state standardized testing. Therefore, there is a call for the educational community to develop and implement new techniques and research-based strategies that will improve the behavioral and academic achievement for all students while making sure that student use self-efficacy skill to minimize problem behavior and discipline issues in the classroom. The purpose of this qualitative case study was to document teachers’ perceptions of the effects of the PBIS model on elementary students’ academic and classroom behaviors. The aim of the study was to advance the information base, improving prevention practices, and informing policy regarding the effects of the PBIS model on elementary students to decrease problem behavior and to increase academic achievement. The researcher used a single case study approach with 12 elementary school teachers from an elementary school in Illinois. A purposeful judgment sampling method used to select to collect the data on the participants for the study. The researcher used Atlas.Ti coding software to establish common themes, patterns matching of the perceptions and experiences of the elementary school teachers as it relates to the elementary student’s problem behaviors and academic achievement in the classroom. The findings from research questions revealed that the elementary teachers felt that the PBIS Model helps with decreasing behavior in the classroom for some teachers while other teachers stated that the PBIS Model does not work always for other students in their school. The teachers noted that some strengths of the PBIS Model was that it made teacher work together school wide to reduce problem behavior in the classrooms and I the school as a whole. The PBIS Model also helped student to achieve their goals with increasing their academic achievement in the classroom. Some weaknesses of the PBIS Model was that not all teachers and staff members participate, some children just want the rewards, and it does not work well with older children.
|Department:||School of Psychology|
|School Location:||United States -- California|
|Source:||DAI-A 82/8(E), Dissertation Abstracts International|
|Subjects:||Psychology, Elementary education|
|Keywords:||B.F. Skinner, Negative reinforcement, Positive Behavior Intervention Support, Positive Behavior Support, Positive reinforcement, Teachers|
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