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Implementation of K-12 positive behavioral interventions and supports in preschool classrooms

Author: Jennifer M Solano
Publisher: [Long Beach, California] : California State University, Long Beach, 2018.
Dissertation: Ed. D. California State University, Long Beach 2018
Series: California State University, Long Beach.; Dissertation collection, Department of Educational Leadership.
Edition/Format:   Thesis/dissertation : Thesis/dissertation : eBook   Computer File : English
Summary:
Abstract: The purpose of this study was to examine the impact of K-12 Positive Behavioral Interventions and Supports (PBIS) implementation in preschool classrooms. PBIS is a multi-tiered social-emotional and behavioral framework developed for the K-12 population and not for young children. Implementation of K-12 PBIS in preschool classrooms creates a contextual mismatch which may negatively affect outcomes such as
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Genre/Form: Academic theses
Material Type: Thesis/dissertation, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Jennifer M Solano
ISBN: 9780438196575 0438196570
OCLC Number: 1057703822
Description: 1 online resource (vii, 90 pages) : illustrations
Series Title: California State University, Long Beach.; Dissertation collection, Department of Educational Leadership.
Responsibility: by Jennifer M. Solano.

Abstract:

Abstract: The purpose of this study was to examine the impact of K-12 Positive Behavioral Interventions and Supports (PBIS) implementation in preschool classrooms. PBIS is a multi-tiered social-emotional and behavioral framework developed for the K-12 population and not for young children. Implementation of K-12 PBIS in preschool classrooms creates a contextual mismatch which may negatively affect outcomes such as teacher self-efficacy and student behavior. The Pyramid Model is a framework adapted from K-12 PBIS developed specifically for young children.

This study used a logic model to examine the relationships among implementation fidelity, teacher sense of efficacy and student behavior. Three research questions asked the degree to which teachers trained in K-12 PBIS implement Pyramid Model key practices and how this relates to teacher self-efficacy and student behavior. A convenience sample of 20 preschool teachers trained in K-12 PBIS participated in this quantitative research. The Statistical Package for the Social Sciences was utilized to run descriptive, correlation and linear regression data analyses on data gathered through The Teaching Pyramid Observation Tool (TPOT), Teacher Sense of Efficacy Scale (TSES) and student behavior tallies. Results indicated that preschool teachers trained in K-12 PBIS implement 63% of Pyramid Model key practices. Implementation fidelity was not found to correlate with teacher self-efficacy, but was found to predict the frequency of inappropriate student behavior that occurs during child-directed activities. Implications of this study suggest that contextual fit matters when choosing an intervention model for young children. It is recommended that districts that implement K-12 PBIS with their K-12 population separately implement the Pyramid Model in their preschool classrooms. Teachers should be trained in the key practices developed to support young students' social-emotional and behavioral growth. Future research could compare preschool programs that implement K-12 PBIS with those that implement the Pyramid Model. Direct comparison of teacher and student outcomes within these two contexts could reveal important findings for policy and practice.

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