Teacher Attitudes Toward the Implementation of Positive Behavior Support Plans

With the reauthorization of IDEIA 2004 schools are emphasizing the need for students to have access to the general education curriculum. In doing so, general education teachers are faced with a diverse student population, which include students with disabilities. A portion of students with disabilities can exhibit behaviors in the classroom that may negatively affect their own learning or the learning of others. Students with these behavioral concerns have what is often referred to as a Positive Behavior Support Plan that details solutions and accommodations to the students’ classroom environment in order to prevent negative behaviors. In this study the researcher sought out a population of teachers who taught at a charter school system that placed every student with a disability in the general education classroom. The data suggests that general education teachers felt having an additional adult in the classroom (support), training, and frequent consultation with the Inclusion specialist were amongst the most beneficial strategies in the effective implementation of positive behavior support plans. This was also mentioned as a challenge general education teachers had in implementing positive behavior support plans as well as having difficulty in finding the time to implement these plans. Keywords: positive behavior support plan, students with disabilities, accommodations, behavioral concerns, inclusion