Date Available
12-8-2023
Year of Publication
2023
Degree Name
Doctor of Philosophy (PhD)
Document Type
Doctoral Dissertation
College
Education
Department/School/Program
Education Sciences
First Advisor
Dr. Margaret Mohr-Schroder
Abstract
This case study examines student voice and their interpretations of the Positive Behavior Interventions and Supports (PBIS) framework used in one Kentucky high school. Qualitative interview data from high school student focus groups was analyzed using grounded theory to develop themes related to PBIS implementation.
Using open and axial coding, themes were developed from common student interpretations of PBIS within focus groups. Participants discussed a variety of positive techniques teachers use inside the classroom and responses to student behavior. Reward systems were discussed, but more importantly students offered suggestions of interventions and supports to offer at school. When asked to define PBIS, participants focused on how to prevent and respond to behavioral needs of students.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2024.38
Recommended Citation
Conley, Candice, "High School Student Perceptions of Positive Behavior Interventions and Supports" (2023). Theses and Dissertations--Education Sciences. 139.
https://uknowledge.uky.edu/edsc_etds/139
