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Special Education Teachers' Perceptions of SWPBIS Implementation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Special Education Teachers' Perceptions of SWPBIS Implementation./
Author:	Cortez-Garza, Lilia.
Description:	1 online resource (116 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-09, Section: B.
Contained By:	Dissertations Abstracts International84-09B.
Subject:	Behavioral sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30247854click for full text (PQDT)
ISBN:	9798374498967

Special Education Teachers' Perceptions of SWPBIS Implementation.
Cortez-Garza, Lilia.

Special Education Teachers' Perceptions of SWPBIS Implementation. - 1 online resource (116 pages)

Source: Dissertations Abstracts International, Volume: 84-09, Section: B.

Thesis (Ed.D.)--Northcentral University, 2023.

Includes bibliographical references

The problem addressed by this study was that School-wide Positive Behavioral Interventions and Supports (SWPBIS) is not consistently being implemented with fidelity by special education teachers in urban high schools in California, which can have negative academic and behavioral impacts on students with disabilities. This qualitative descriptive phenomenological study aimed to investigate special education teachers' lived experiences when implementing SWPBIS for special education students' behavior in one high school within a school district in California. Purposive sampling was used to acquire a sample size of nine special education teachers with a minimum of two or more years of teaching experience in this one large urban school. Participants responded to semi-structured, open-ended interview questions that addressed the research questions: What are special education teachers' lived experiences implementing SWPBIS for special education students' behavior? and What are special education teachers' lived experiences implementing SWPBIS to support special education students' academic achievement? The findings for the first question were (a) the SWPBIS student reward system and (b) positive school culture. The results for the second research question were (a) positive classroom learning environment and (b) SWPBIS classroom strategies. In this study, participants stated that SWPBIS created a positive learning environment. The shared lived experiences of the participants revealed that with the implementation of SWPBIS, they experienced a decrease in special education students' behavior problems. This study obtained data from only one population of special education teachers at one urban high school. It is essential to conduct further research using a representative sample of participants and educational institutions long-term.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798374498967Subjects--Topical Terms:

529833
Behavioral sciences.
Subjects--Index Terms:

Behavior problemsIndex Terms--Genre/Form:

542853
Electronic books.

Special Education Teachers' Perceptions of SWPBIS Implementation.
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245 1 0 $a Special Education Teachers' Perceptions of SWPBIS Implementation.
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500 $a Source: Dissertations Abstracts International, Volume: 84-09, Section: B.
500 $a Advisor: Booker-Zorigian, Belle;Prager, Erika.
502 $a Thesis (Ed.D.)--Northcentral University, 2023.
504 $a Includes bibliographical references
520 $a The problem addressed by this study was that School-wide Positive Behavioral Interventions and Supports (SWPBIS) is not consistently being implemented with fidelity by special education teachers in urban high schools in California, which can have negative academic and behavioral impacts on students with disabilities. This qualitative descriptive phenomenological study aimed to investigate special education teachers' lived experiences when implementing SWPBIS for special education students' behavior in one high school within a school district in California. Purposive sampling was used to acquire a sample size of nine special education teachers with a minimum of two or more years of teaching experience in this one large urban school. Participants responded to semi-structured, open-ended interview questions that addressed the research questions: What are special education teachers' lived experiences implementing SWPBIS for special education students' behavior? and What are special education teachers' lived experiences implementing SWPBIS to support special education students' academic achievement? The findings for the first question were (a) the SWPBIS student reward system and (b) positive school culture. The results for the second research question were (a) positive classroom learning environment and (b) SWPBIS classroom strategies. In this study, participants stated that SWPBIS created a positive learning environment. The shared lived experiences of the participants revealed that with the implementation of SWPBIS, they experienced a decrease in special education students' behavior problems. This study obtained data from only one population of special education teachers at one urban high school. It is essential to conduct further research using a representative sample of participants and educational institutions long-term.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
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650 4 $a Special education. $3 516693
650 4 $a Secondary education. $3 2122779
653 $a Behavior problems
653 $a Discipline
653 $a Reward
653 $a School climate
653 $a Special education students
653 $a SWPBIS
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710 2 $a Northcentral University. $b School of Education. $3 2104297
773 0 $t Dissertations Abstracts International $g 84-09B.
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