Abstract
When disruptive, severe student behaviors occur within the general education classroom, teachers must intervene to ensure the student’s safety and the safety of the entire class, using Positive Behavior Intervention and Supports (PBIS). With the lens of social cognitive theory, I sought to understand teachers’ experiences with severe student behaviors within the general education classroom, using PBIS to control the situation, thereby ensuring safety within the classroom. This research contributes to the educational field, specifically to enhance the lives of teachers who educate students with severe behaviors in the general education classroom. Using a qualitative phenomenological study, I sought to understand the common essence of teachers’ experiences with PBIS systems effectiveness to reduce severe, inappropriate behaviors in the general education classroom. I interviewed elementary teachers, ranging in 7-30 years of teaching experience, who have all experienced a student’s severe, inappropriate behavior within their classroom. The teachers interviewed discussed how Tier 3 of PBIS systems is ineffective for severe student behavior if the teacher lacks training, coping mechanisms, and school administrative support. Implications of this research show that teachers who have evidence-based training provided by school administrative support can improve teacher efficacy and reduce severe student behavior within the general education classroom.
Presenters
Valerie RobertsStudent, Doctorate in Education: Research, Leadership, and Policy, University of Colorado, Colorado Springs, Colorado, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Learner Diversity and Identities
KEYWORDS
Teacher Efficacy, Severe Student Behavior, PBIS, Inclusion, Learner Diversity
