Understanding Educators' Implementation of an Equity-Focused PBIS Intervention: A Qualitative Study of Critical Incidents

Autor/inn/en	Bastable, Eoin; Falcon, Sarah Fairbanks; McDaniel, Sara C.; McIntosh, Kent; Santiago-Rosario, Maria Reina
Titel	Understanding Educators' Implementation of an Equity-Focused PBIS Intervention: A Qualitative Study of Critical Incidents
Quelle	In: Journal of Positive Behavior Interventions, 23 (2021) 4, S.220-231 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bastable, Eoin) ORCID (McDaniel, Sara C.) ORCID (McIntosh, Kent) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/10983007211008847
Schlagwörter	Program Implementation; Positive Behavior Supports; Intervention; Student Behavior; Behavior Problems; Behavior Modification; Barriers; Discipline; Holistic Approach; Disproportionate Representation; Minority Group Students; Cooperation; Teamwork; Change Strategies; Administrator Role; Data Use; Coaching (Performance); Environmental Influences; Program Effectiveness; Visual Aids; Teacher Responsibility; Racial Bias; Cultural Awareness; Training; Sustainability + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Disziplin; Holistischer Ansatz; Co-operation; Kooperation; Lösungsstrategie; Environmental influence; Umwelteinfluss; Anschauungsmaterial; Lehrverpflichtung; Racial discrimination; Rassismus; Cultural identity; Kulturelle Identität; Ausbildung; Nachhaltigkeit
Abstract	With the emergence of interventions shown to reduce school discipline disparities, it is important to explore what variables influence educators to implement these approaches. In-depth interviews were conducted with a purposeful sample of 21 educators asked to describe their experiences implementing an equity-focused Positive Behavioral Interventions and Supports (PBIS) intervention. A qualitative method called the Enhanced Critical Incident Technique was used to generate 22 representative categories from 241 observable incidents reported. Findings included 14 helping categories, four hindering categories, and four categories describing what could have made implementing the intervention easier. Implications for enhancing educators' use of equity-focused disciplinary approaches are discussed along with current research, theory, and consultation models. [For the corresponding grantee submission, see ED612671.] (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01