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Presentation Abstract

Positive Behavioral Interventions and Support (PBIS) uses a multi-tiered, problem-solving framework with evidence-based strategies to promote positive student outcomes (Sugai and Simonsen, 2012, p.2). The secondary (Tier 2) and tertiary (Tier 3) levels of PBIS provide support to students who are not responding to school-wide and class-wide strategies. To get a better idea of how Tiers 2 and 3 are implemented, and what could make implementation better, a qualitative study was conducted with PBIS Teams. PBIS Teams represent an integral part of implementation, and it is important to gain insight from those who play such a role.

This presentation will provide an idea of what some Georgia PBIS Teams believe can help with implementing Tiers 2 and 3. A qualitative methods study was conducted with 27 PBIS Teams. Each team consisted of about 5 participants on average. Participants were from three districts in Georgia, each district being a high-need, low resource area. Each team participated in an hour long semi-structured interview. The research question guiding this study is: How can training in behavior and mental health improve implementation of Tiers 2 and 3 of PBIS? Results show a training theme when participants are asked about improving implementation of Tiers 2 and 3. More specifically, training in behavior management and mental health. Findings imply that teachers do not feel equipped to handle students in Tiers 2 and 3, more training may be necessary for PBIS implementation, and teacher preparation programs may need to consider providing more behavior management and mental health training. Parents may also benefit from behavior or mental health information so that they are better able to understand and support their own children, and people in the community.

References

Sugai, G., & Simonsen, B. (2012, June 19). Positive Behavioral Interventions and Supports: History, Defining Features and Misconceptions. https://www.pbis.org/.

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“PBIS Teams Suggest Training for Secondary and Tertiary Prevention”

Positive Behavioral Interventions and Support (PBIS) uses a multi-tiered, problem-solving framework with evidence-based strategies to promote positive student outcomes (Sugai and Simonsen, 2012, p.2). The secondary (Tier 2) and tertiary (Tier 3) levels of PBIS provide support to students who are not responding to school-wide and class-wide strategies. To get a better idea of how Tiers 2 and 3 are implemented, and what could make implementation better, a qualitative study was conducted with PBIS Teams. PBIS Teams represent an integral part of implementation, and it is important to gain insight from those who play such a role.

This presentation will provide an idea of what some Georgia PBIS Teams believe can help with implementing Tiers 2 and 3. A qualitative methods study was conducted with 27 PBIS Teams. Each team consisted of about 5 participants on average. Participants were from three districts in Georgia, each district being a high-need, low resource area. Each team participated in an hour long semi-structured interview. The research question guiding this study is: How can training in behavior and mental health improve implementation of Tiers 2 and 3 of PBIS? Results show a training theme when participants are asked about improving implementation of Tiers 2 and 3. More specifically, training in behavior management and mental health. Findings imply that teachers do not feel equipped to handle students in Tiers 2 and 3, more training may be necessary for PBIS implementation, and teacher preparation programs may need to consider providing more behavior management and mental health training. Parents may also benefit from behavior or mental health information so that they are better able to understand and support their own children, and people in the community.

References

Sugai, G., & Simonsen, B. (2012, June 19). Positive Behavioral Interventions and Supports: History, Defining Features and Misconceptions. https://www.pbis.org/.