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School practitioners' perceptions of the behavioral multi-tiered systems of support: a phenomenological study
Dissertation   Open access

School practitioners' perceptions of the behavioral multi-tiered systems of support: a phenomenological study

Meghan Dennis
Doctor of Education (Ed.D.), Drexel University
Jun 2023
DOI:
https://doi.org/10.17918/00001684
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Abstract

Positive behavior interventions and supports Multi-tiered systems of support (Education) Educational Evaluation
The use of the Multitiered Systems of Supports framework is a tool used by schools to address the needs of students through assessment, intervention and progress monitoring to improve student outcomes. Over time, this framework has expanded from academic interventions to include interventions addressing student behavior and mental health. This dissertation explored fidelity of intervention through perceptions of school practitioners implementing such interventions. The purpose of this phenomenological study was to explore the essence of school practitioners' experiences with behavioral interventions, with the goal to understand how school practitioner perceptions impact behavior intervention implementation in the school setting. This phenomenological study included one on one interviews with a sample of school counselors, behavior specialists and prevention specialists in a K-8 environment. Additionally, a focus group with representation from all three school practitioner groups was conducted. In vivo coding and a focused coding methodology were employed to identify themes in the research to drive future planning of behavioral interventions. Key words: MTSS, PBIS, behavioral interventions, perceptions of behavioral interventions, student mental health

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