Date of Conferral

2020

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Jo DeSoto

Abstract

Students’ disruptive behaviors in the inclusive classroom that are detrimental to the learning environment can eventually elicit exclusionary consequences from general and special education teachers. The recent implementation of the Positive Behavioral Interventions and Supports (PBIS) in the local school district has behavioral outcomes for the students identified as learning disabled. The purpose of this study was to gather and examine information regarding the implementation of PBIS and how the application supports local students identified with a learning disability (LD) receiving excessive suspensions due to their disruptive behavior. This study was guided by Skinner's theory of operant conditioning and Ross' behavioral opportunities for social skills theory. The research questions addressed the teachers' and administrators’ perspectives on identified practices in place, which positively affect learning in the inclusive classroom. A purposeful sample of 2 principals, 3 special education teachers, and 5 general education teachers who had knowledge of the students with behaviors detrimental to the learning environment, volunteered and participated in interviews. The data were coded into themes relating to disruptive behaviors, PBIS, classroom management, and functional behaviors and assessments. Results indicated aspects of applied evidence-based practices to support students identified as LD in the inclusive class. The findings provided in this study might help administrators make informed decisions to assist general and special education teachers with supporting the students in the inclusive classrooms. The potential for positive social change may be influenced by establishing professional learning communities and mentoring programs that may decrease the number of students with disruptive behaviors.

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