Date of Award


Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Edward Kim, Ph.D.

Second Advisor

Aaron Deris, Ph.D.

Third Advisor

John D'Aguanno, Ed.D.


The Positive Behavioral Interventions and Supports (PBIS) program is an evidenced-based framework with over 20 years of research and 25 years in addressing student misbehavior in U.S. public schools. The program utilizes a systems-based approach where schools can proactively document data in helping to make decisions toward promoting positive student behavior. As the need for effective resources for classroom behavioral management increases, teachers need support to ensure there is an alternative recourse that can be employed to assist with managing student behavior. The purpose of this qualitative case study was to explore elementary teachers’ perspectives and experiences regarding the PBIS approach in fourth and fifth grade classrooms. The primary research question that guided this study was: What are teachers’ perspectives and experiences regarding the PBIS program in fourth and fifth grade classrooms? The data collection instruments from 10 teacher participants were initial semistructured interviews, secondary semistructured interviews, and documents (artifacts). The inductive analysis model was used to analyze the collected data from the initial and secondary semistructured interviews. Typological analysis was used to analyze the documents collected in the study. The key findings revealed that teacher participants experienced limited, inconsistent, or no teacher training in the PBIS approach. The teacher participants understood the importance of using the PBIS approach or other educational resources to teach positive student behavior and to assist them in learning pedagogical approaches in behavior management.

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