Translating School Faculty Experiences Using PBIS into Recommendations for Practice.
Behav Sci (Basel)
; 13(5)2023 May 02.
Article
in English
| MEDLINE | ID: covidwho-20243697
ABSTRACT
Positive Behavior Interventions and Supports (PBIS) is a behaviorally based framework that seeks to improve student outcomes in schools. This framework is implemented at differing levels of intensity within a school based on students' unique needs. Special education teachers and school psychologists are integral pieces of PBIS implementation. Within the context of the COVID-19 pandemic, these service providers may face unique challenges in implementing PBIS principles in schools, particularly due to new or adapted role demands and increased feelings of burnout. The current study examined special education teachers' and school psychologists' perceptions of their schools' practices related to PBIS in the wake of the COVID-19 pandemic within five dimensions of understanding and school-based support, as well as overall satisfaction with PBIS in their school. Opportunities for professional development and the presence of PBIS teams emerged as major contributors to faculty satisfaction; however, only about half of participants indicated access to these resources. Special education teachers indicated higher levels of satisfaction with their administrative support and school communication practices when compared to school psychologists. Best practices and reflections from interview participants are discussed.
Full text:
Available
Collection:
International databases
Database:
MEDLINE
Type of study:
Qualitative research
Language:
English
Year:
2023
Document Type:
Article
Affiliation country:
Bs13050372
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