Classroom PBIS Study

Classroom PBIS Study

This project seeks to develop approaches to effectively support teacher use of PBIS-aligned positive-behavioral classroom strategies for students with inattentive, impulsive, and hyperactive behaviors in urban schools. Through partnerships with school district stakeholders, the research team will develop and pilot test a toolkit that supports teacher use positive behavioral classroom strategies, with the ultimate goal of enhancing outcomes for students.

As part of the first project aim (2020-2021 school year), we have conducted surveys and interviews with teachers to identify challenges and facilitators to implementing four positive behavioral classroom practices (such as using high rates of specific praise). Based on what we learned from teachers, we will develop the toolkit to support teacher use of positive behavioral classroom practices (2021-2022 school year). We will use feedback from teachers to refine the toolkit and will also obtain input from a team of school district stakeholders throughout the development and refinement process. The final step of this project will be to pilot test the refined toolkit in a small-scale randomized controlled trial in order to determine its feasibility and promise for use among educators (2022-2023 and 2023-2024 school years). We aim to keep our partnership with teachers, the Office of Climate and Culture, and other school district stakeholders at the center of this work.

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