Understanding Educators’ Implementation of an Equity-Focused PBIS Intervention: A Qualitative Study of Critical Incidents

With the emergence of interventions shown to reduce school discipline disparities, it is important to explore what variables influence educators to implement these approaches. In-depth interviews were conducted with a purposeful sample of 21 educators asked to describe their experiences implementing...

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Bibliographic Details
Published in:Journal of positive behavior interventions 2021-10, Vol.23 (4), p.220-231
Main Authors: Bastable, Eoin, Falcon, Sarah Fairbanks, McDaniel, Sara C., McIntosh, Kent, Santiago-Rosario, Maria Reina
Format: Article
Language:English
Subjects:
Administrator Role
Barriers
Behavior Modification
Behavior Problems
Change Strategies
Coaching (Performance)
Cooperation
Cultural Awareness
Data Use
Discipline
Disproportionate Representation
Environmental Influences
Holistic Approach
Intervention
Minority Group Students
Positive Behavior Supports
Program Effectiveness
Program Implementation
Qualitative research
Racial Bias
Student Behavior
Sustainability
Teacher Responsibility
Teachers
Teamwork
Training
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Summary:With the emergence of interventions shown to reduce school discipline disparities, it is important to explore what variables influence educators to implement these approaches. In-depth interviews were conducted with a purposeful sample of 21 educators asked to describe their experiences implementing an equity-focused Positive Behavioral Interventions and Supports (PBIS) intervention. A qualitative method called the Enhanced Critical Incident Technique was used to generate 22 representative categories from 241 observable incidents reported. Findings included 14 helping categories, four hindering categories, and four categories describing what could have made implementing the intervention easier. Implications for enhancing educators’ use of equity-focused disciplinary approaches are discussed along with current research, theory, and consultation models.
ISSN:1098-3007
1538-4772
DOI:10.1177/10983007211008847