Date

4-26-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Breck L. Perry

Keywords

perceived organizational support, manifestation determination, exclusionary discipline, disabilities, evidence-based practices

Disciplines

Education | Special Education and Teaching

Abstract

The purpose of this study was to understand K-12 educators’ knowledge of the characteristics of students with disabilities and how their ability to implement evidence-based practices shaped their perceptions of their role in making decisions regarding exclusionary discipline in a Manifestation Determination Review (MDR). The central research question included: How do K-12 educators’ perceptions regarding organizational support affect the decisions they make concerning exclusionary discipline for students with disabilities in a Manifestation Determination Review? Eisenberger et al.’s (1986) Organizational Support Theory (OST) guided this study. OST relates to educators’ perceptions regarding how their organization supports them in making decisions regarding exclusionary discipline for students with disabilities in an MDR. Additionally, this theory provided information regarding how educators utilized evidence-based practices to implement tiered programs that supported positive behaviors. Purposeful sampling was used to assemble focus groups and individual interviews of administrators, educators, and staff. Data was analyzed to develop themes, and results were reported using qualitative techniques. The findings contribute to current research surrounding organizational support and fill the gap in research regarding educators’ views and perceptions on their readiness to make decisions regarding exclusionary discipline and how they implement positive behavioral supports using evidence-based practices with fidelity.

Download

Share

COinS