Identifying the Professional Development Needs of Rural Educators to Enhance School-Wide Positive Behavioral Interventions and Supports

• In Event: 29.015 - Pro Bono Education Research Service Projects (ERSPs): AERA's ERSP Initiative

Abstract

School-wide positive behavioral interventions and supports (PBIS) refer to a set of strategies that assist students with meeting social and behavioral expectations. This project involved completing a needs assessment and providing recommendations for developing a comprehensive professional development plan to support six rural districts in east Texas. Quantitative results from the Effective Behavior Support (EBS) provided an overview of the research problem and qualitative results from open-ended questions and follow-up focus groups assisted with clarifying needs. Data was collected in two phases (1) an electronic survey of educators involved with PBIS initiatives and (2) focus groups including a sample of educators to expand on findings from the survey and to contextualize participants’ responses. Identified professional development needs included (1) developing classroom management plans that align with school level expectations, (2) conducting functional behavior assessments, (3) developing effective behavioral intervention plans, and (4) locating resources to support classwide and individual student interventions. Implications for practice and future research directions are provided.

Authors

• Brittany Lynn Hott, Texas A&M University - Commerce

• Cambell Reid, Texas A&M University - Commerce