Title
How Do Staff Perceive Schoolwide Positive Behavior Supports? Implications for Teams in Planning and Implementing Schools
Publication Date
1-2-2016
Document Type
Article
Abstract
Schoolwide Positive Behavior Support (SWPBS) offers an alternative to reactive and exclusionary school discipline practices. However, the shift to SWPBS requires substantial change in the practices of staff, and many leadership teams struggle to rally staff support for implementation. With a more thorough understanding of staff perceptions, level of understanding, and support for SWPBS, teams may be better positioned to assist staff in the change process. To achieve an understanding of staff perceptions and how they may differ in schools on the basis of level of implementation, the authors directly assessed staff perceptions in seven planning schools and seven implementing schools. Significant differences were found between planning and implementing schools in knowledge of SWPBS, as well as perceptions of behavior and discipline.
Publication Title
Preventing School Failure: Alternative Education for Children and Youth
Volume
60
Issue
1
First Page
53
Last Page
59
DOI
10.1080/1045988X.2014.974489
Publisher Policy
pre-print, post-print
Recommended Citation
Feuerborn, Laura L. and Tyre, Ashli D., "How Do Staff Perceive Schoolwide Positive Behavior Supports? Implications for Teams in Planning and Implementing Schools" (2016). Education Publications. 79.
https://digitalcommons.tacoma.uw.edu/education_pub/79