Date of Award

Fall 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

College

College of Education

Department

Department of Education

Primary Advisor

Dr. Julie Omodio-Griess

Second Advisor

Dr. Randal Eplin

Third Advisor

Dr. Sarah J. Yates

Abstract

The aim of this qualitative study was to understand teachers’ experiences and perspectives concerning the task of implementing schoolwide positive intervention support (SWPBIS) with fidelity. For the purpose of this study, positive behavior intervention support was defined as an evidence-based multi-tiered system to promote positive behavior in students. The researcher considered the following questions: What types of administrative support do teachers perceive as most effective for the successful implementation of SWPBIS? What are the teachers’ opinions regarding SWPBIS? What factors impact the implementation of SWPBIS within a school's culture? The data collection consisted of semi-structured interviews from teachers K-8 grade. Two theoretical frameworks were used to support the PBIS framework, which were B.F. Skinners' (1974) operant conditioning theory and Albert Bandura's (1971) operant conditioning theory. The participants shared how critical consistency, collaboration, school leadership, and positive modeling are in making PBIS work. The findings revealed the importance of a visionary leader when implementing PBIS.

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