Positive Behavioral Intervention and Supports (PBIS) is a comprehensive approach to fostering a positive school environment by supporting social behavior throughout the school community. The goal of PBIS is to enhance both educational and social achievements for all students. Research has indicated that successful implementation of school-wide practices requires initiation that includes administrative engagement, creation of a leadership team, and alignment with the school’s vision and mission (Cook & Odom, 2013). Administrator support and ongoing professional development were crucial for the success of positive behavior interventions. School-wide PBIS, described by Angus and Nelson (2019), was a proactive approach to teaching expected behaviors. In addition, both PBIS and Social-Emotional Learning (SEL) aim to nurture a positive school environment. PBIS provides structured support for reinforcing positive behavior, seamlessly integrating with classroom management.
This qualitative study examined PBIS's impact on schools from the perspectives of teachers and administrators, aiming to understand perceptions of PBIS implementation and training. Using qualitative data from interviews with five educators at a Northern California school serving students with autism spectrum disorder, the study focused on PBIS approaches, perceptions, and training methods. The study highlighted the importance of valuing input from educators and administrators, aiming to identify professional development needs for effective PBIS implementation and to explore how training influenced program success and school culture.
","abstract_html":"<p>Positive Behavioral Intervention and Supports (PBIS) is a comprehensive approach to fostering a positive school environment by supporting social behavior throughout the school community. The goal of PBIS is to enhance both educational and social achievements for all students. Research has indicated that successful implementation of school-wide practices requires initiation that includes administrative engagement, creation of a leadership team, and alignment with the school’s vision and mission (Cook & Odom, 2013). Administrator support and ongoing professional development were crucial for the success of positive behavior interventions. School-wide PBIS, described by Angus and Nelson (2019), was a proactive approach to teaching expected behaviors. In addition, both PBIS and Social-Emotional Learning (SEL) aim to nurture a positive school environment. PBIS provides structured support for reinforcing positive behavior, seamlessly integrating with classroom management. </p> <p>This qualitative study examined PBIS's impact on schools from the perspectives of teachers and administrators, aiming to understand perceptions of PBIS implementation and training. Using qualitative data from interviews with five educators at a Northern California school serving students with autism spectrum disorder, the study focused on PBIS approaches, perceptions, and training methods. The study highlighted the importance of valuing input from educators and administrators, aiming to identify professional development needs for effective PBIS implementation and to explore how training influenced program success and school culture.</p> <sup><sub> </sub></sup>","abstract_has_math":false,"creators":["Benedetti, Grazia"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Katie Lewis, PhD","Jennifer Lucko, PhD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05-02T07:00:00Z","date_published":"2024-05-02T07:00:00Z","updated_at":"2026-07-24T02:05:06Z","subjects":["School-Wide","Class-Wide","PBIS Training and Implementation","Education","Educational Psychology","Social and Behavioral Sciences","Social and Philosophical Foundations of Education","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-masters-theses/83","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Katie Lewis, PhD","Jennifer Lucko, PhD"]},{"key":"dc:creator","label":"Author","values":["Benedetti, Grazia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-05-02T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["School-Wide","Class-Wide","PBIS Training and Implementation","Education","Educational Psychology","Social and Behavioral Sciences","Social and Philosophical Foundations of Education","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-masters-theses/83"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Positive Behavioral Intervention and Supports (PBIS) is a comprehensive approach to fostering a positive school environment by supporting social behavior throughout the school community. The goal of PBIS is to enhance both educational and social achievements for all students. Research has indicated that successful implementation of school-wide practices requires initiation that includes administrative engagement, creation of a leadership team, and alignment with the school’s vision and mission (Cook & Odom, 2013). Administrator support and ongoing professional development were crucial for the success of positive behavior interventions. School-wide PBIS, described by Angus and Nelson (2019), was a proactive approach to teaching expected behaviors. In addition, both PBIS and Social-Emotional Learning (SEL) aim to nurture a positive school environment. PBIS provides structured support for reinforcing positive behavior, seamlessly integrating with classroom management.
This qualitative study examined PBIS's impact on schools from the perspectives of teachers and administrators, aiming to understand perceptions of PBIS implementation and training. Using qualitative data from interviews with five educators at a Northern California school serving students with autism spectrum disorder, the study focused on PBIS approaches, perceptions, and training methods. The study highlighted the importance of valuing input from educators and administrators, aiming to identify professional development needs for effective PBIS implementation and to explore how training influenced program success and school culture.
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This qualitative study examined PBIS's impact on schools from the perspectives of teachers and administrators, aiming to understand perceptions of PBIS implementation and training. Using qualitative data from interviews with five educators at a Northern California school serving students with autism spectrum disorder, the study focused on PBIS approaches, perceptions, and training methods. The study highlighted the importance of valuing input from educators and administrators, aiming to identify professional development needs for effective PBIS implementation and to explore how training influenced program success and school culture.
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