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The Perceptions of Teachers and Admi...

Salinas-Cavazos, Camille C.

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The Perceptions of Teachers and Administrators on PBIS Pre- and Post-Implementation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Perceptions of Teachers and Administrators on PBIS Pre- and Post-Implementation./
Author:	Salinas-Cavazos, Camille C.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	118 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-06, Section: B.
Contained By:	Dissertations Abstracts International82-06B.
Subject:	Educational administration. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28260687
ISBN:	9798698593874

The Perceptions of Teachers and Administrators on PBIS Pre- and Post-Implementation.
Salinas-Cavazos, Camille C.

The Perceptions of Teachers and Administrators on PBIS Pre- and Post-Implementation. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 118 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: B.

Thesis (Ed.D.)--Texas A&M University - Kingsville, 2020.

This item must not be sold to any third party vendors.

Since 1980, there has been a need for better selection, execution, and substantiation of positive behavioral interventions with behavior conditions (Gresham, 1991; Sugai & Horner, 1999; Walker et al., 1995) and behavior in general. Positive Behavioral Interventions and Supports (PBIS) has been outlined, explained, and reviewed since its inception in the reauthorization of the Individuals with Disabilities Act (1997). This basic qualitative study sought to interpret the influence of teacher and administrator perceptions of Positive Behavioral and Intervention Support (PBIS) pre- and post-implementation based on participant experiences by looking at student outcomes.This study was deliberate in examining and evaluating the impact of teacher and administrator perceptions on Positive Behavioral Intervention and Supports. Additionally, this study examined the impact those perceptions have on student conduct, academic achievement, and school culture. This study examined campus policies and expectations, school safety, campus interactions, and school reaction to favorable behavior. This research occurred at a rural elementary school in South Texas.This research utilized a qualitative approach to collect data for development of a conclusion about the impact of PBIS. Qualitative data was acquired through in-depth interviews with the teachers and administrators at a rural elementary school in South Texas. Qualitative data was examined to determine the impact of teacher and administrator perceptions of PBIS on student conduct, educational achievement, and school culture within the classroom and campus environment.The overall findings of this research indicated that teacher and administrator perceptions on PBIS pre- and-post implementation in regard to student behavior, academic achievement, and overall school culture have a significant positive impact. There was no significant difference between teacher and administrator perceptions pre or post implementation in regard to student conduct, academic successes, or school culture.

ISBN: 9798698593874Subjects--Topical Terms:

2122799
Educational administration.
Subjects--Index Terms:

Positive Behavioral Interventions Supports

The Perceptions of Teachers and Administrators on PBIS Pre- and Post-Implementation.
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