Date of Award

Summer 8-8-2016

Author Requested Restriction

Restrict to UW for 2 years - then make Open Access

Work Type

Ed.D. Capstone Project

Degree Name

Doctor of Educational Leadership (EdD)

Department

Education

First Advisor

Laura Feuerborn, Ph.D.

Second Advisor

Kathy Beaudoin, Ph.D.

Third Advisor

James Hager, Ph.D.

Abstract

Despite the notable positive outcomes SWPBIS has for students, schools sometimes struggle with effective and successful implementation. SWPBIS is a complex systems change effort which may prove to be overwhelming for some schools to effectively implement without the necessary preliminary supports in place. System change efforts provide an avenue to approach the work of implementing SWPBIS. The present case study examined use of staff and student perceptions of behavior and discipline to design and provide targeted staff training through PLCs. Findings demonstrate some improvements in Tier I SWPBIS implementation. However several barriers were also identified in the course of this work. Using perceptions and beliefs of staff and students to implement positive behavior practices is a complex process and can be influenced by administrator support, district supports, and the priorities and collaboration of a school staff.

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