Date of Award
Culminating Project Type
Early Childhood Special Education Studies: M.S.
Child and Family Studies
School of Education
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
Positive Behavior Interventions and Supports, PBIS, Teachers, Support Staff, Paraprofessionals, Tiers
School staff members face challenging behaviors in school settings daily. There will be times when an educator will be exhausted and even perplexed when a challenging behavior occurs. In this Starred Paper, one evidence-based practice is closely examined to help reduce these challenging behaviors and it is called Positive Behavior Intervention and Supports (PBIS). The research focused on the manageability of PBIS strategies, the training provided to school staff, and the overall perspective on the effectiveness of PBIS strategies from teachers and paraprofessionals specifically. Research has shown time and time again that the use of schoolwide PBIS improves the likelihood that students will engage in behavior that is effective, efficient, relevant, functional, and socially appropriate (Hill & Flores, 2013). Overall, the goal as teachers is to provide students with the skills they need to be successful members of the community and the PBIS framework proves to be effective and malleable for each school or classroom to increase academic learning and decrease challenging behaviors.
Halseth, Chelsea, "Positive Behavior Interventions and Supports: Perspectives from Teachers and Support Staff" (2023). Culminating Projects in Child and Family Studies. 45.