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Positive Support Systems: A Qualitative Investigation into the Perceptions of Elementary School Leaders Regarding Family Engagement with School-wide Positive Behavior Intervention and Supports

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dc.contributor.authorGill, Jason Martinen
dc.contributor.committeechairCash, Carol S.en
dc.contributor.committeememberJohnstad, Susanen
dc.contributor.committeememberWhite, Tinkhani Usheen
dc.contributor.committeememberPrice, Ted S.en
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.date.accessioned2024-12-18T09:00:18Zen
dc.date.available2024-12-18T09:00:18Zen
dc.date.issued2024-12-17en
dc.description.abstractFamilies play a vital role in their child's education both educationally and behaviorally. Schools hold family engagement events and want parent support, but schools are not including families in the planning and implementation of their School-wide Positive Behavior and Intervention Support (SWPBIS) process. Policy holds schools responsible for family engagement involvement as well as reducing discipline referrals, but there is little research on schools including family engagement with their SWPBIS. The purpose of this study was to identify elementary school administrators' overall perceptions of family involvement in SWPBIS implementation. Specifically, this study sought to identify family engagement in decision-making, barriers limiting family engagement, and family engagement activities focused on student behavior. Fourteen school administrators were interviewed and shared they have not been including families with the SWPBIS process, they need to get their school's process out to families so the families understand it and can have a voice in the school, they need training on how to involve families with the implementation process, and they need to plan events that focus specifically on their SWPBIS system. The study has created future opportunities for elementary school administrators to share ideas for involving families, utilize a common database or handbook for guidance with involving families, and ways to train school administrators on how to involve families in the SWPBIS implementation process. A suggestion for future research would be to expand the sample to include more regions of Virginia.en
dc.description.abstractgeneralFamilies play a vital role in their child's education both educationally and behaviorally. Schools hold family engagement events and want parent support, but schools are not including families in the planning and implementation of their School-wide Positive Behavior and Intervention Support (SWPBIS) process. Policy holds schools responsible for family engagement involvement as well as reducing discipline referrals, but there is little research on schools including family engagement with their SWPBIS. Thirteen elementary school administrators in a PK-5 or K-5 school with at least three years of SWPBIS implementation were interviewed for this study. The interviews sought to discover how elementary school administrators include families with the implementation of their SWPBIS process and to identify any engagement events that focus on behavior as well as identify any barriers preventing families from participating. The administrators shared they have not been including families with the SWPBIS process, they need to get their school's process out to families so the families can have a voice in the school, they need training on how to involve families with the implementation process, and they need to plan events that focus specifically on their SWPBIS system. The study has created future opportunities for elementary school administrators to share ideas for involving families, utilize a common database or handbook for guidance with involving families, and ways to train school administrators on how to involve families in the SWPBIS implementation process. A suggestion for future research would be to expand the sample to include more regions of Virginia.en
dc.description.degreeDoctor of Educationen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:42108en
dc.identifier.urihttps://hdl.handle.net/10919/123830en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectPositive Support Systemsen
dc.subjectExternalized Behavioren
dc.subjectInternalized Behavioren
dc.subjectFamily Engagementen
dc.subjectCheck-In/Check-Outen
dc.titlePositive Support Systems: A Qualitative Investigation into the Perceptions of Elementary School Leaders Regarding Family Engagement with School-wide Positive Behavior Intervention and Supportsen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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