#9553. Understanding Educators’ Implementation of an Equity-Focused PBIS Intervention: A Qualitative Study of Critical Incidents

September 2026publication date
Proposal available till 11-05-2025
4 total number of authors per manuscript0 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Developmental and Educational Psychology;
Places in the authors’ list:
place 1place 2place 3place 4
FreeFreeFreeFree
2350 $1200 $1050 $900 $
Contract №9553.1 Contract №9553.2 Contract №9553.3 Contract №9553.4
1 place - free (for sale)
2 place - free (for sale)
3 place - free (for sale)
4 place - free (for sale)

Abstract:
With the emergence of interventions shown to reduce school discipline disparities, it is important to explore what variables influence educators to implement these approaches. In-depth interviews were conducted with a purposeful sample of 21 educators asked to describe their experiences implementing an equity-focused Positive Behavioral Interventions and Supports (PBIS) intervention. A qualitative method called the Enhanced Critical Incident Technique was used to generate 22 representative categories from 241 observable incidents reported.
Keywords:
change; intervention(s); positive behavior; school-wide; staff training; support(s); systems

Contacts :
0