School Staff Perceptions on the Implementation of Positive Behavior Intervention and Supports (PBIS) at the Middle School Level
The purpose of the study is to find out how school staff members perceive the implementation of positive behavior interventions and supports (PBIS) at a local middle school. This study sought to determine how the components of the implementation of PBIS affect student behavior through the examination of scholarly articles and longitudinal studies. Additionally, it sought to determine how evaluation instruments support implementing and maintaining PBIS with fidelity and to identify critical features vital to sustaining the framework. This study took place during the Fall of the 2018-2019 school year in an urban middle school serving approximately 220 students in southern California. This study utilized a mixed methods approach in order to provide a deeper understanding of the perception among the 14 staff members that participated in the study which included all certificated staff and the majority of classified staff. Through the review of the current body of literature the researcher determined the components of PBIS associated with having a positive impact on student behavior. Survey data collected through the PBIS Self Assessment Survey (SAS) and interviews showed that the majority of staff members perceive these components to be successfully in place and associated with improvement in student behavior following the first six weeks of implementation. Results from the SAS also revealed to what extent the school staff perceive the current status level of the critical features vital to sustaining PBIS identified in the literature. This information provides vital feedback for the PBIS leadership team in order to coordinate resources and professional development to support staff members in their ongoing effort to improving student behavior and school climate.