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

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Bibliographic Details
Title: Understanding Educators' Implementation of an Equity-Focused PBIS Intervention: A Qualitative Study of Critical Incidents
Language: English
Authors: Bastable, Eoin (ORCID 0000-0002-2273-0886), Falcon, Sarah Fairbanks, McDaniel, Sara C. (ORCID 0000-0001-5387-3452), McIntosh, Kent (ORCID 0000-0002-7765-2993), Santiago-Rosario, Maria Reina
Source: Grantee Submission. 2021.
Peer Reviewed: Y
Page Count: 32
Publication Date: 2021
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A170034
Document Type: Reports - Research
Descriptors: Program Implementation, Positive Behavior Supports, Intervention, Student Behavior, Behavior Problems, Behavior Modification, Barriers, Discipline, Holistic Approach, Disproportionate Representation, Minority Group Students, Cooperation, Teamwork, Change Strategies, Administrator Role, Data Use, Coaching (Performance), Environmental Influences, Program Effectiveness, Visual Aids, Teacher Responsibility, Racial Bias, Cultural Awareness, Training, Sustainability
DOI: 10.1177/10983007211008847
Abstract: 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 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, 4 hindering categories, as well as 4 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. [The paper will be published in "Journal of Positive Behavior Interventions."]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2021
Accession Number: ED612671
Database: ERIC
Description
Abstract: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 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, 4 hindering categories, as well as 4 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. [The paper will be published in "Journal of Positive Behavior Interventions."]
DOI:10.1177/10983007211008847