{"id":{"repo_id":"byu","oai_identifier":"oai:scholarsarchive.byu.edu:etd-2146"},"canonical_url":"https://search.dev.ndltd.org/etd/byu/oai:scholarsarchive.byu.edu:etd-2146","repository":{"repo_id":"byu","name":"Brigham Young University","base_url":"https://scholarsarchive.byu.edu/do/oai/"},"display":{"title":"Teacher Perceptions of the Social Validity of the Peaceable Schools Model","abstract":"The purpose of this study was to evaluate the social validity of the Peaceable Schools model, which includes positive behavior support and social skills training. Data were collected through subjective evaluation using an open-ended survey given to teachers at two secondary schools. Results show that teachers perceived evidence of social validity in the areas of social significance, comprehensiveness, relevance, treatment integrity, and social acceptability. While weaknesses were also expressed in the areas of social acceptability, feasibility, and practicality, teachers perceived overall improvement in students' social skills and saw more strengths than weaknesses. Outcomes suggest that the Peaceable Schools model has social validity evidence and through proactive means is effective in meeting its goals to decrease the need for reactive discipline.","abstract_html":"The purpose of this study was to evaluate the social validity of the Peaceable Schools model, which includes positive behavior support and social skills training. Data were collected through subjective evaluation using an open-ended survey given to teachers at two secondary schools. Results show that teachers perceived evidence of social validity in the areas of social significance, comprehensiveness, relevance, treatment integrity, and social acceptability. While weaknesses were also expressed in the areas of social acceptability, feasibility, and practicality, teachers perceived overall improvement in students' social skills and saw more strengths than weaknesses. Outcomes suggest that the Peaceable Schools model has social validity evidence and through proactive means is effective in meeting its goals to decrease the need for reactive discipline.","abstract_has_math":false,"creators":["Pieper, Rachelle Marie"],"institution":"Brigham Young University - Provo","degree_name":"EdS","degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T01:28:54Z","subjects":["social skills","positive behavior support","teacher","secondary schools","Counseling Psychology","Special Education and Teaching"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarsarchive.byu.edu/etd/1147","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Pieper, Rachelle Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2007-07-19T07:00:00Z"]},{"key":"dc:publisher","label":"Institution","values":["Brigham Young University - Provo"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdS"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["social skills","positive behavior support","teacher","secondary schools","Counseling Psychology","Special Education and Teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarsarchive.byu.edu/etd/1147","https://scholarsarchive.byu.edu/context/etd/article/2146/viewcontent/ETD_CISOPTR_1150.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["David O. McKay School of Education; Counseling Psychology and Special Education"]},{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to evaluate the social validity of the Peaceable Schools model, which includes positive behavior support and social skills training. Data were collected through subjective evaluation using an open-ended survey given to teachers at two secondary schools. Results show that teachers perceived evidence of social validity in the areas of social significance, comprehensiveness, relevance, treatment integrity, and social acceptability. While weaknesses were also expressed in the areas of social acceptability, feasibility, and practicality, teachers perceived overall improvement in students' social skills and saw more strengths than weaknesses. Outcomes suggest that the Peaceable Schools model has social validity evidence and through proactive means is effective in meeting its goals to decrease the need for reactive discipline."]},{"key":"dc:format","label":"Dc Format","values":["application:pdf"]},{"key":"dc:source","label":"Dc Source","values":["Brigham Young University - Provo"]},{"key":"dc:title","label":"Title","values":["Teacher Perceptions of the Social Validity of the Peaceable Schools Model"]}]}],"canonical_facts":{"dc:creator":["Pieper, Rachelle Marie"],"dc:date":["2007-07-19T07:00:00Z"],"dc:description":["David O. McKay School of Education; Counseling Psychology and Special Education"],"dc:description.abstract":["The purpose of this study was to evaluate the social validity of the Peaceable Schools model, which includes positive behavior support and social skills training. Data were collected through subjective evaluation using an open-ended survey given to teachers at two secondary schools. Results show that teachers perceived evidence of social validity in the areas of social significance, comprehensiveness, relevance, treatment integrity, and social acceptability. While weaknesses were also expressed in the areas of social acceptability, feasibility, and practicality, teachers perceived overall improvement in students' social skills and saw more strengths than weaknesses. 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