{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/33235"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/33235","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Three tiers of support : successful implementation of positive behavioral interventions and supports in an elementary school setting","abstract":"[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT AUTHOR'S REQUEST.] The mission of school is to maximize opportunities for students to achieve three primary and inter-related competence areas that enable participation, contributions, and success in schools and larger communities: academic, life skills, and social skills. Achieving these competence expectations is affected by many competing social and behavioral factors. The single most common request for assistance from teachers is related to behavior and classroom management. The problem-solving approach to behavior difficulties, Positive Behavioral Interventions and Supports (PBIS), is a process for teaching social and behavioral skills so that a school can focus its efforts on teaching and learning. School-wide Positive Behavior Support (SWPBS) is an organizational framework focused on increasing proactive, preventative approaches for responding to problem behavior in schools. The purpose of this research is to describe the ongoing strategies employed by an elementary school successfully implementing SWPBS with integrity. Implementation of SWPBS will be conceptualized by the seven core components necessary to drive effective implementation suggested by Fixsen, Blase, Naoom, and Wallace (2009). The results of the study will provide critical data for learning more appropriate ways to positively impact implementation efforts in a variety of school environments.","abstract_html":"[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT AUTHOR'S REQUEST.] The mission of school is to maximize opportunities for students to achieve three primary and inter-related competence areas that enable participation, contributions, and success in schools and larger communities: academic, life skills, and social skills. Achieving these competence expectations is affected by many competing social and behavioral factors. The single most common request for assistance from teachers is related to behavior and classroom management. The problem-solving approach to behavior difficulties, Positive Behavioral Interventions and Supports (PBIS), is a process for teaching social and behavioral skills so that a school can focus its efforts on teaching and learning. School-wide Positive Behavior Support (SWPBS) is an organizational framework focused on increasing proactive, preventative approaches for responding to problem behavior in schools. The purpose of this research is to describe the ongoing strategies employed by an elementary school successfully implementing SWPBS with integrity. Implementation of SWPBS will be conceptualized by the seven core components necessary to drive effective implementation suggested by Fixsen, Blase, Naoom, and Wallace (2009). The results of the study will provide critical data for learning more appropriate ways to positively impact implementation efforts in a variety of school environments.","abstract_has_math":false,"creators":["Morris, Kelsey"],"institution":"University of Missouri--Columbia","degree_name":"Ed. 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School-wide Positive Behavior Support (SWPBS) is an organizational framework focused on increasing proactive, preventative approaches for responding to problem behavior in schools. The purpose of this research is to describe the ongoing strategies employed by an elementary school successfully implementing SWPBS with integrity. Implementation of SWPBS will be conceptualized by the seven core components necessary to drive effective implementation suggested by Fixsen, Blase, Naoom, and Wallace (2009). 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