{"id":{"repo_id":"byu","oai_identifier":"oai:scholarsarchive.byu.edu:etd-2472"},"canonical_url":"https://search.dev.ndltd.org/etd/byu/oai:scholarsarchive.byu.edu:etd-2472","repository":{"repo_id":"byu","name":"Brigham Young University","base_url":"https://scholarsarchive.byu.edu/do/oai/"},"display":{"title":"Teachers' Perspectives on Positive Behavior Support in Secondary Schools","abstract":"The purpose of this study was to evaluate teachers' perspectives regarding the social validity of the Positive Behavior Support (PBS) model implemented at a middle school and a junior high school. Qualitative data were collected through teacher focus groups and categorized then analyzed in order to summarize teachers' opinions regarding PBS and its' effectiveness. Both qualitative and quantitative results revealed that teachers perceived evidence of social validity in the areas of social appropriateness and social importance of effects. Four factors were also identified as the most influential areas to influence the success of PBS implementation. These included (a) administrative support, (b) consistency and clear expectations, (c) school culture, and (d) social skills and lesson plans. Results regarding social importance and teachers' perceptions of overall effectiveness of PBS showed a lack of conclusive data. Overall outcomes suggest that PBS is perceived by teachers as satisfying two of the three conditions for social validity.","abstract_html":"The purpose of this study was to evaluate teachers' perspectives regarding the social validity of the Positive Behavior Support (PBS) model implemented at a middle school and a junior high school. Qualitative data were collected through teacher focus groups and categorized then analyzed in order to summarize teachers' opinions regarding PBS and its' effectiveness. Both qualitative and quantitative results revealed that teachers perceived evidence of social validity in the areas of social appropriateness and social importance of effects. Four factors were also identified as the most influential areas to influence the success of PBS implementation. These included (a) administrative support, (b) consistency and clear expectations, (c) school culture, and (d) social skills and lesson plans. Results regarding social importance and teachers' perceptions of overall effectiveness of PBS showed a lack of conclusive data. Overall outcomes suggest that PBS is perceived by teachers as satisfying two of the three conditions for social validity.","abstract_has_math":false,"creators":["Gorgueiro, Veronica Maria"],"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":"2026-07-24T01:29:20Z","subjects":["Positive Behavior Support","Social Validity","Teachers' Perspectives","Counseling Psychology","Special Education and Teaching"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarsarchive.byu.edu/etd/1473","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Gorgueiro, Veronica Maria"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2008-07-12T07:00:00Z"]},{"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":["Positive Behavior Support","Social Validity","Teachers' Perspectives","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/1473","https://scholarsarchive.byu.edu/context/etd/article/2472/viewcontent/ETD_CISOPTR_1477.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 teachers' perspectives regarding the social validity of the Positive Behavior Support (PBS) model implemented at a middle school and a junior high school. Qualitative data were collected through teacher focus groups and categorized then analyzed in order to summarize teachers' opinions regarding PBS and its' effectiveness. Both qualitative and quantitative results revealed that teachers perceived evidence of social validity in the areas of social appropriateness and social importance of effects. Four factors were also identified as the most influential areas to influence the success of PBS implementation. These included (a) administrative support, (b) consistency and clear expectations, (c) school culture, and (d) social skills and lesson plans. Results regarding social importance and teachers' perceptions of overall effectiveness of PBS showed a lack of conclusive data. Overall outcomes suggest that PBS is perceived by teachers as satisfying two of the three conditions for social validity."]},{"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":["Teachers' Perspectives on Positive Behavior Support in Secondary Schools"]}]}],"canonical_facts":{"dc:creator":["Gorgueiro, Veronica Maria"],"dc:date":["2008-07-12T07:00:00Z"],"dc:description":["David O. McKay School of Education; Counseling Psychology and Special Education"],"dc:description.abstract":["The purpose of this study was to evaluate teachers' perspectives regarding the social validity of the Positive Behavior Support (PBS) model implemented at a middle school and a junior high school. Qualitative data were collected through teacher focus groups and categorized then analyzed in order to summarize teachers' opinions regarding PBS and its' effectiveness. Both qualitative and quantitative results revealed that teachers perceived evidence of social validity in the areas of social appropriateness and social importance of effects. Four factors were also identified as the most influential areas to influence the success of PBS implementation. These included (a) administrative support, (b) consistency and clear expectations, (c) school culture, and (d) social skills and lesson plans. Results regarding social importance and teachers' perceptions of overall effectiveness of PBS showed a lack of conclusive data. 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