Presentation Abstract
Students with emotional and behavior disorders (EBD) experience a variety of difficulties in school and generally have poor post-school outcomes. This presentation will focus on original research conducted with teachers in several Georgia Network for Education and Therapeutic Services (GNETS) schools. The researcher studied the differences between the motivation styles that teachers employ with students and compare the types of interventions the same teachers used in their work with students. Using a published survey instrument, participating teachers provided information on their approach to motivating students as either autonomously oriented or controlling oriented and provided the tier 2 and tier 3 interventions they used with students over a three month period. Statistical analysis indicated that there was a significant difference between the motivating style of teachers and the interventions they used in their everyday interactions with students. Implications for theory, teacher practice in working with students with EBD, and use of PBIS in schools will be discussed. Practical recommendations including useful tier 2 and tier 3 interventions that can be implemented within PBIS systems will also be discussed.
Recommended Citation
Lee, Richard Scott, "Teacher Motivating Style and PBIS Interventions for Challenging Students" (2017). Georgia Association for Positive Behavior Support Conference. 71.
https://digitalcommons.georgiasouthern.edu/gapbs/2017/2017/71
Teacher Motivating Style and PBIS Interventions for Challenging Students
Students with emotional and behavior disorders (EBD) experience a variety of difficulties in school and generally have poor post-school outcomes. This presentation will focus on original research conducted with teachers in several Georgia Network for Education and Therapeutic Services (GNETS) schools. The researcher studied the differences between the motivation styles that teachers employ with students and compare the types of interventions the same teachers used in their work with students. Using a published survey instrument, participating teachers provided information on their approach to motivating students as either autonomously oriented or controlling oriented and provided the tier 2 and tier 3 interventions they used with students over a three month period. Statistical analysis indicated that there was a significant difference between the motivating style of teachers and the interventions they used in their everyday interactions with students. Implications for theory, teacher practice in working with students with EBD, and use of PBIS in schools will be discussed. Practical recommendations including useful tier 2 and tier 3 interventions that can be implemented within PBIS systems will also be discussed.
