Presentation Title

An In-Depth Analysis of High School Student and Teacher Perceptions of PBIS

Advisor Information

Brian McKevitt

Location

Dr. C.C. and Mabel L. Criss Library

Presentation Type

Poster

Start Date

7-3-2014 1:00 PM

End Date

7-3-2014 4:00 PM

Abstract

The purpose of this study is to compare student and teacher perceptions of Positive Behavioral Interventions and Supports (PBIS) currently being implemented in a high school setting. In depth interviews were conducted with high school students and teachers in this qualitative study. Four themes were identified reflecting teacher and student perceptions of PBIS: perceptions of strengths and weaknesses in PBIS model, perception of rewards, school and classroom atmosphere and culture, and suggestions for PBIS improvement. Overall, the results suggest PBIS is socially accepted and perceived as a positive and effective program in grades 7-12. Recommendations and topics for future research are discussed.

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COinS
 
Mar 7th, 1:00 PM Mar 7th, 4:00 PM

An In-Depth Analysis of High School Student and Teacher Perceptions of PBIS

Dr. C.C. and Mabel L. Criss Library

The purpose of this study is to compare student and teacher perceptions of Positive Behavioral Interventions and Supports (PBIS) currently being implemented in a high school setting. In depth interviews were conducted with high school students and teachers in this qualitative study. Four themes were identified reflecting teacher and student perceptions of PBIS: perceptions of strengths and weaknesses in PBIS model, perception of rewards, school and classroom atmosphere and culture, and suggestions for PBIS improvement. Overall, the results suggest PBIS is socially accepted and perceived as a positive and effective program in grades 7-12. Recommendations and topics for future research are discussed.