Modeling Positive Behavior Interventions and Supports for Pre-Service Teachers
Brief Biography
Dr. Hill earned an undergraduate in Psychology from the University of Maryland and a Master’s of Behavioral Science from Cameron University in Oklahoma. After a career in the United States Army, where she attained the rank of Major, she became a Board Certified Behavior Analyst and taught students with ASD in Celebration, Florida. She graduated from AU with a PhD in Collaborative Special Education with a focus in Autism/Behavior Disorders in 2009. She is a faculty member in the Department of Special Education, Rehabilitation and Counseling and is the Coordinator of Educational and Community Supports for the Center for Disability Research and Service. Her research interests include special education law, single subject design, pre-service teacher preparation as well as implementation of SWPBS.
Highest Degree of Presenter(s)
Ph.D.
BCBA-D
Presentation Abstract
The authors modeled program-wide positive behavior interventions and supports (PBIS) principles to 26 pre-service teachers during consolidated yearly Extended School Year (ESY) services delivered to elementary students from four school districts. While PBIS were in-place for pre-service teachers to implement with students, a similar system was modeled at the organizational level to enhance learning and promote collaboration between teachers and staff. Data collection included use of single subject reversal design as well as the use of preference assessments, surveys, and frequency recording.
Recommended Citation
Hill, Doris Adams Ph.D., "Modeling Positive Behavior Interventions and Supports for Pre-Service Teachers" (2014). Georgia Association for Positive Behavior Support Conference. 58.
https://digitalcommons.georgiasouthern.edu/gapbs/2014/2014/58
Modeling Positive Behavior Interventions and Supports for Pre-Service Teachers
The authors modeled program-wide positive behavior interventions and supports (PBIS) principles to 26 pre-service teachers during consolidated yearly Extended School Year (ESY) services delivered to elementary students from four school districts. While PBIS were in-place for pre-service teachers to implement with students, a similar system was modeled at the organizational level to enhance learning and promote collaboration between teachers and staff. Data collection included use of single subject reversal design as well as the use of preference assessments, surveys, and frequency recording.
