Date

2-13-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Susan Stanley

Keywords

collaborative and proactive solutions, maladaptive behaviors, school-to-prison pipeline, high school dropout

Disciplines

Special Education and Teaching

Abstract

The purpose of this study was to understand the experiences of implementing the CPS model to reduce students’ maladaptive behaviors for teachers and providers in K-12 school settings in the United States. Bandura’s social learning theory (SLT) was the theoretical framework on which this study has been based. The central research question was: What are teachers' and providers' experiences implementing the CPS model, and what is the perceived influence on decreasing students’ maladaptive behaviors? A transcendental phenomenological study was conducted, comprising a sample size of 10 teachers and providers from the Northeast Region of the United States who have utilized the CPS model with at least 2 students in a K-12 educational setting. The data collection methods included the long interview, focus groups, and one journal prompt. The process of horizontalization was utilized to analyze the data collected. This study revealed three overarching themes: experiences of teachers and providers transitioning to the CPS method, the criteria for effectively implementing the CPS model in K-12 educational settings, and the challenges teachers and providers faced in implementing the CPS model. The data indicated that teachers and providers must make a paradigm shift—from punitive, authoritarian mindsets to a collaborative approach grounded in understanding students’ perspectives. The data also highlighted the importance of administrative support and flexibility in order to adhere to model-aligned practices, and the value of employing unconventional strategies to cultivate student relationships rooted in trust and mutual collaboration.

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