Elementary Teachers' Perceptions of the Impact of Using Positive Behavioral Interventions and Supports for Students with Specific Learning Disabilities

Jenel Bramante

Co-Presenters: Individual Presentation

College: College of Education

Major: Special Education: Autism and Developmental Disabilities (M.A.)

Faculty Research Mentor: Janet Fike

Abstract:

Title: Elementary Teachers' Perceptions of the Impact of Using Positive Behavioral Interventions and Supports for Students with Specific Learning DisabilitiesIntroductionPBIS is an effective approach for children with a variety of Social-Emotional Behavior strengths and needs. The goal of PBIS is to improve equitableness, logicality, and efficacy. The more positive the environment, the more successful the PBIS. Understanding teachers’ knowledge for implementing reward tickets can allow teachers to have a more well ordered streamlined approach between the schools in the district being surveyed.The research is significant because evaluated teachers’ perceptions of using PBIS at the elementary level especially for students with specific learning disabilities. The researcher used the data collected and identified a gap in teachers' understanding of how and when to hand out the paper reward tickets.Objective/PurposeOne objective of this study was to determine the perspectives of educators in both general and special education and the effectiveness of PBIS, with reward tickets. The research is expected to provide administrators and teachers with the effectiveness of Tiger Bucks and if any changes are necessary to strengthen the way PBIS is being conducted in schools.The purpose of this research was to evaluate teachers’ perceptions of the impact of using Positive Behavioral Interventions and Supports (PBIS) with reward tickets at the elementary level. Grade levels included grades Kindergarten through Fourth in a public school setting, specifically for students with specific learning disabilities.Methods: The research design involved distributing a 20 question survey through Google Forms to 60 elementary teachers general and special education teachers in the South Plainfield School District.Techniques: The survey included a variety of question types, with multiple choice questions, Likert scales and open ended questions. The questions addressed teachers’ perspectives regarding the use of PBIS reward tickets for students with specific learning disabilities.Implications: By focusing on teaching individuals how to self-regulate and use positive behaviors in various settings, PBIS helps foster long-lasting change. This contributes to a reduction in cycles of negative behaviors.Future Directions: My findings indicated educators required additional professional development training in the future.