Date of Conferral

3-6-2024

Date of Award

March 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Tammy Hoffman

Abstract

The problem explored in the study was that elementary and middle school special education teachers in the southeastern United States were not using positive behavioral interventions and supports (PBIS) strategies with their students with disabilities (SWDs), even though the framework had been implemented at their schools. Perceptions of elementary and middle school special education teachers who implemented PBIS with SWDs were explored in this basic qualitative study. The study was grounded in the concerns-based adoption model, which could be applied to people experiencing change and allows researchers to identify and interpret the extent of their concerns. The research questions answered reasons why elementary and middle school special education teachers did not implement PBIS strategies with their SWDs and what special education teachers’ perceptions were when attempting to implement PBIS with SWDs. Data were collected through semistructured interviews with 10 elementary and middle school special education teachers. Following qualitative data analysis, significant themes emerged indicating that teacher reluctance to implement PBIS was linked to a lack of consistency and buy-in, and there was inconsistency in applying strategies to students perceived as having limited cognitive ability to understand PBIS. Two additional themes emerged, focusing on teacher perceptions of students’ long-term responses to PBIS and the perceived need for a modified PBIS curriculum to ensure faithful implementation. Social change could be positively impacted by this study by informing training for special education teachers on how to modify PBIS strategies to make them relevant to their students and empower special education teachers to share their perceptions on the implementation of PBIS strategies with SWDs.

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