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

• 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; Visual Aids
• ISSN: 1098-3007; 1538-4772
• DOI: 10.1177/10983007211008847

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.