Date

8-20-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Brandi Robinson

Keywords

Interventions, Students with Disabilities, Behavior Management, Negative Behavior, Positive Behavior Intervention and Supports (PBIS)

Disciplines

Education | Special Education and Teaching

Abstract

The purpose of this hermeneutic phenomenological study is to understand the lived experiences and perceptions of middle school teachers whose students exhibit negative behaviors in the classroom at an urban middle school in a MidAmerican state. At this stage in the research, negative student behaviors in the classroom were defined as disruptions in the classroom impeding the students’ social, emotional, behavioral, and academic performance. The theory guiding this study is B. F. Skinner’s behavioral learning theory because it focuses on reinforcing positive behavior and minimizing negative student behavior. Next came the Central Research Question: What are the experiences of urban middle school teachers in a MidAmerican State who have experienced negative student behaviors, with and without disabilities, in their classroom? The study took on a qualitative, hermeneutic phenomenological design: the sample included 10 teachers from Purple Middle School, and data were collected through individual interviews, observations, and a focus group, and analyzed through a thematic analysis approach. Finally, themes were developed: support structures shaped teachers’ responses to negative student behavior, relationships as behavior support, response practices for diverse student needs, and preparation gaps in behavior management. The research findings revealed what teachers perceive as the critical components in managing negative student behavior.

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