Abstract
Teachers are the primary conduit through which positive behavioral interventions and supports (PBIS) are implemented. The purpose of this qualitative study is to investigate alternatively certified special education teachers’ implementation of PBIS. All participants were in their first or second year as teachers in classrooms for pre-kindergarten through twelfth grade students with disabilities. This study examines how alternatively certified special education teachers perceive and implement PBIS within their classrooms.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Lusk, Mandy; Sayman, Donna; and Lewis Chiu, Calli
(2022)
"Alternatively Certified Special Education Teachers’ Implementation of PBIS,"
The Advocate:
Vol. 27:
No.
2.
https://doi.org/10.4148/2637-4552.1167
Included in
Elementary Education Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Secondary Education and Teaching Commons
