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Pre-service teacher perceptions of
persistently challenging behaviors,
SWPBIS, CICO and student-teacher
relationships.
Authors:

Messina, Elizabeth Lynn. University of Nevada, Las Vegas, Early Childhood,
Multilingual, and Special Education, US

Source:
Dissertation Abstracts International Section A: Humanities and Social Sciences, Vol
84(6-A), 2023.

Publisher:
US : ProQuest Information & Learning

Other Journal Titles:
Dissertation Abstracts International

ISSN:
0419-4209 (Print)

ISBN:
979-8363522857

Language:
English

Keywords:
Persistently challenging behaviors, school-wide Positive Behavioral Interventions &
Supports, Student-teacher relationships, Check In Check Out

Abstract:
Teacher perceptions of behaviors have a large impact on the quality of
student-teacher relationships. Such relationships trickle down and affect
academic and social-emotional-behavioral performance. With the wide
prevalence of School-Wide Positive Behavioral and Intervention Support
(SWPBIS), questions about why there is not a greater efficacy in improving
relationships and related outcomes are being raised. While it is widely
documented that teachers often have negative perceptions of children with
Persistent Challenging Behaviors (PCBs), the origins of such perceptions are
unknown. Additionally, the use of SWPBIS is also widely used (Sugai et al., 2008);
however, knowledge of SWPBIS in such sufficiency as to confidently implement the
intervention framework may not be present.The purpose of this study is to evaluate
pre-service knowledge of SWPBIS, perceptions of PCBs, and perceptions of
student-teacher relationships. This study examines the knowledge and attitudes
of pre-service teachers in elementary education, special education, and early
childhood education teacher preparation programs. The students surveyed are all
currently participating in student-teacher, such as to give sufficient access to
classroom environments and children with PCBs. While there is available research
and literature on pre-service teacher attitudes of behaviors related to children with

diagnosed disabilities, there is almost none on typical children with PCBs. (PsycInfo
Database Record (c) 2023 APA, all rights reserved)

Document Type:
Dissertation

Dissertation Details:
UMI Order Number: AAI29394936
OpenURL:
http://gateway.proquest.com.slcc.idm.oclc.org/openurl?url_ver=Z39.88-2004&rft_va
l_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:2939493
6
Advisor(s): Morgan, Joseph
Degree: Ph.D., 2022
Institution: University of Nevada, Las Vegas
Department: Early Childhood, Multilingual, and Special Education

Subjects:
*Behavior Problems; *Elementary Education; *Preservice Teachers; *School Based
Intervention; *Teacher Attitudes; *TeacherStudent Interaction; *Positive Behavior
Support

PsycInfo Classification:
Educational & School Psychology (3500)

Population:
Human

Age Group:
Adulthood (18 yrs & older)

Methodology:
Empirical Study; Quantitative Study

Format Covered:
Electronic

Publication Type:
Dissertation Abstract

Release Date:
20230622

Accession Number:
2023-38654-045

Database:
APA PsycInfo