Construing Misbehavior

Abstract

The implementation of school-wide positive behavior support (PBS) initiatives has experienced considerable success. Student behaviors have improved, and teachers' attitudes about the remediation of misbehavior have become more positive when PBS is used. When teacher practice results in a positive outcome, there is a corresponding increase in personal teaching efficacy (PTE). Teachers with lower PTE may be under-prepared to adopt PBS initiatives as a suitable replacement for how they have formerly dealt with misbehaving students. The skill and disposition required to conduct Functional Behavioral Assessments and to implement a Behavioral Intervention Plans may be beyond the level of these teachers. In this current article, the case is made for intensifying the technical assistance offered to these teachers.