Perceptions of Implementing Positive Behavior Interventions and Supports in High-Need School Contexts

• In Event: Poster Session 8
  In Poster Session: Current Topics in Special Education Poster Session

Abstract

Positive behavior interventions and supports (PBIS) is an evidence-based framework for preventing and treating challenging behavior in schools and improving overall school climate. The efficacy of this positive, proactive framework has been well established across varying school settings, yet little is known about school-wide-PBIS implementation and sustainability in high-need school contexts. This qualitative study investigated perceptions of the barriers and facilitators to implementing and sustaining PBIS in high-need schools from the perspective of four stakeholders. A semi-structured focus group was conducted with stakeholders from high-need schools with experience in implementing PBIS. Four key categories were identified: (a) perceptions of PBIS outcomes, (b) challenges, (c) additional supports identified, and (d) suggestions for improving PBIS in high-needs schools. Practical implications are discussed.

Authors

• Sunyoung Kim, University of Illinois at Chicago

• Sara McDaniel, The University of Alabama - Tuscaloosa

• Kelly Woodall Guyotte, The University of Alabama