Strengthening Positive School Discipline Practices through Professional Development

Abstract

This exploratory study addressed the scarcity of research into professional development for school-wide positive behavior support. A train-the-trainer model was designed. These principles were embedded within the recommended guidelines for implementing school-wide positive behavior support. School-based individuals were selected by building administrators to become trainers. Once trained, they instructed school faculty. Content knowledge, skill acquisition, and social validity were assessed. Results indicated substantial improvement in the development of educators’ skills and understanding of SWPBS. Participants offered mixed perceptions of acceptability. Future research is recommended for investigating the acceptability and effectiveness of SWPBS professional development.