Modeling Positive Behavior Interventions and Supports for Preservice Teachers

Abstract

The authors modeled programwide positive behavior interventions and supports (PBIS) principles to 26 preservice teachers during consolidated yearly extended school year (ESY) services delivered to elementary students from four school districts. While PBIS were in place for preservice teachers to implement with students, a similar system was modeled at the organizational level to enhance learning and promote collaboration between teachers and staff. Data collection included use of single-subject reversal design as well as the use of preference assessments, surveys, and frequency recording.

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