Dissertation
Exploring behavior support through frontline perspectives in residential settings: an instrumental case study
Doctor of Education (Ed.D.), Drexel University
Aug 2026
DOI:
https://doi.org/10.17918/00011570
Abstract
Adults with intellectual and developmental disabilities (IDD) are entitled, under federal and state policy, to person-centered, least-restrictive, evidence-based behavior support in community settings. Direct support professionals (DSPs) and their supervisors deliver that support daily; yet research rarely examines behavior support from their perspective. This qualitative instrumental case study explored how frontline staff in residential programs perceive and experience behavior support provision and what contextual factors they view as influencing delivery. Three research questions guided the study: (a) What beliefs do frontline staff hold regarding behavior support provision? (b) How do frontline staff experience behavior support implementation? (c) What contextual factors do frontline staff identify as influencing behavior support delivery? Bronfenbrenner and Morris's Process-Person-Context-Time framework provided the theoretical lens. Four participants (two DSPs and two supervisors) from one provider organization, operating within a state's disabilities service system, completed two-part semistructured interviews. Data were analyzed thematically and compared with the state's Behavior Support Services policy. Participants viewed behavior as communication, placed autonomy before control, and valued supervised practice over one-time training. They described no structured orientation, virtual training without modeling or rehearsal, inconsistent provider monitoring, and plans that did not reflect the person today; when consistent support occurred, they described observable improvements, recognition and renewed purpose. Contextual factors included around-the-clock service demands, resource availability, and organizational follow-through. Recommendations include rehearsal-based training, consistent provider presence, current plans, structured onboarding, and organization-wide positive behavior support capacity. Frontline staff in this case held beliefs aligned with positive behavior support; the conditions needed to act on those beliefs were inconsistently present, and closing that gap is the work ahead for providers and the systems that fund them.
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Details
- Title
- Exploring behavior support through frontline perspectives in residential settings
- Creators
- Ciara Simoné Barkley-Cutting
- Contributors
- Christina M. Vorndran (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University
- Number of pages
- x, 142 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- College of Arts and Sciences; School of Education; Drexel University
- Other Identifier
- 991022209045704721