Date
9-19-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Alexandra Barnett
Keywords
behavior management, general education teachers' perceptions, behavior plan implementation, low-intensity behavior management strategies, qualitative behavioral research
Disciplines
Education | Social and Behavioral Sciences
Recommended Citation
D'Orazio, Jessica, "General Education Teachers' Perceptions of Low-Intensity Behavior Management Strategies: A Phenomenological Study" (2024). Doctoral Dissertations and Projects. 6025.
https://digitalcommons.liberty.edu/doctoral/6025
Abstract
The purpose of this phenomenological study was to explore general education teachers’ successes and challenges implementing low-intensity behavior management strategies while teaching in a public school setting. Guiding this study was Bernard Weiner’s attribution theory, as the theory relates to teachers’ perceptions and use of behavior management strategies. The central research question was, “How do general education teachers describe their experiences implementing low-intensity behavior management strategies?” Fifteen teachers participated in the study, and all teacher participants previously received training in low-intensity behavior management strategies from the district Board Certified Behavior Analyst. Data collection involved three approaches: open-ended surveys, individual interviews, and focus groups. Data were analyzed using van Manen’s methodological guidelines for hermeneutic phenomenology, specifically Phenomenology of Practice. Teachers’ descriptions of their challenges and successes implementing low-intensity behavior management strategies (precorrection, praise, breaks, accommodations) were organized into a hierarchal coding frame consisting of four primary themes and corresponding sub-themes: Teachers’ Perceptions of Feasibility, Teachers’ Perceptions of Effectiveness, Teachers’ Philosophical Acceptance of Strategies, and Teachers’ Use of Strategies. Findings revealed the importance of simplifying behavior plans, individualizing the behavior plan to the needs of the teacher, coaching teachers on classwide use of strategies, coaching teachers on combining strategies to maximize effectiveness, and providing a problem-solving forum for teachers districtwide.
