PERSPECTIVES IMPACTING PBIS IMPLEMENTATION FIDELITY

PRESCHOOL TEACHERS’ PERSPECTIVES ON IMPLEMENTING PBIS WITH FIDELITY:
A CASE STUDY ANALYSIS
_______________________
A Dissertation
Presented to
The College of Graduate and Professional Studies
Department of Special Education
Slippery Rock University
Slippery Rock, Pennsylvania
______________________
In Partial Fulfillment
of the Requirements for the Degree
Doctorate of Special Education
_______________________
by
Madelyn Shuttleworth
December, 2024
© Madelyn L. Shuttleworth, 2024

Keywords: PBIS, Early Childhood, Fidelity, TPOT

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ABSTRACT
Positive Behavior Interventions and Supports (PBIS) is an evidence-based, multi-tiered
framework aimed at supporting preventive and intervention practices, promoting socialemotional skills, and improving academic outcomes for all students. Program-Wide Positive
Behavior Intervention and Support (PWPBIS), an adaptation of PBIS for early childhood
programs, emphasizes promoting social-emotional skills and implementing preventive strategies
to reduce challenging behaviors. Although PBIS is widely researched and validated, there is
limited research on implementing PBIS with fidelity, especially within preschool settings.
This case study aimed to examine preschool classrooms and assess how teachers' perspectives
influence effective PBIS implementation. Data were collected through in-depth, open-ended
interviews on PWPBIS and analyzed thematically to identify both key themes and barriers to
successful implementation. The main themes that emerged included teachers’ attitudes and
perceptions, collaborative support systems, professional development training, staff buy-in, and
perceptions of observations. Notable barriers included a lack of staff buy-in, insufficient
professional development, misapplications of PBIS, persistent challenging behaviors, and limited
support systems. These findings highlight the critical need for staff buy-in, consistent support,
and ongoing professional development to sustain PBIS implementation with fidelity.

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DEDICATION

This dissertation is dedicated to my grandfather, Pap-Pap. Although you are no longer with us,
your memory remains a constant source of inspiration and strength in my life. Your wisdom and
support shaped who I am today. I am forever grateful for the impact you had on my journey.
Until we meet again.

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ACKNOWLEDGMENTS

I would like to express my heartfelt gratitude for the consistent support I received
throughout this journey. First, I want to thank my dissertation chair, committee members, and
other faculty at Slippery Rock University. Their unwavering guidance, support, and dedication to
their students have been invaluable, and I could not have completed this journey without them.

I would like to thank my family and friends for their constant support and encouragement
throughout my entire graduate journey. Their love and belief in me made it possible to complete
this journey, and I am deeply grateful for their constant presence and encouragement.

Lastly, and most importantly, I want to thank my fiancé, my future husband, Nathan. Without his
unconditional love, unwavering support, constant encouragement, and role as my biggest fan,
this long journey would not have been possible. I am deeply grateful for his persistence in
pushing me when I wanted to give up, for supporting me through late nights, and for giving me
the time I needed to complete this work. Thank you for always being there to listen to my ideas,
helping me edit my work, and being my rock throughout this process. You are my world.

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TABLE OF CONTENTS
ABSTRACT.....................................................................................................................................3
DEDICATION .................................................................................................................................4
ACKNOWLEDGMENTS ...............................................................................................................5
LIST OF TABLES ...........................................................................................................................8
LIST OF FIGURES .........................................................................................................................9
INTRODUCTION ........................................................................................................................10
PBIS Tiers ......................................................................................................................... 11
School Wide PBIS, Program Wide PBIS, and The Pyramid Model ................................ 15
Overview of TPOT .......................................................................................................... 17
Statement of Problem ....................................................................................................... 19
Research Questions and Subquestions ............................................................................. 20
Definition of Terms………………………………………………………………………20
Significance of Study…………………………………………………………………….22
Basic Assumptions……………………………………………………………………….23
Basic Limitations………………………………………………………………………...24
Summary…………………………………………………………………………………24
REVIEW OF LITERATURE ........................................................................................................26
Introduction………………………………………………………………………………26
Research Question and Subquestions……………………………………………………26
PBIS and Pyramid Model Practices……………………………………………………...27
PBIS and Special Education……………………………………………………………..31
Assessment Tools for Fidelity…………………………………………………………...34
Barriers to Implementation………………………………………………………………40
Summary…………………………………………………………………………………43
METHODOLOGY ........................................................................................................................44
Restatement of Purpose…………………………………………………………………..44
Research Question and Subquestions……………………………………………………44
Description of Participants……………………………………………………………….45
Research Design and Description of Procedures………………………………………...46
Data Analysis…………………………………………………………………………….48
FINDINGS .....................................................................................................................................52
Restatement of Research Questions……………………………………………………52

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Demographics……………………………………………………………………………53
Data Collection…………………………………………………………………………..54
Qualitative Data Findings………………………………………………………………..54
Research Question 1 Findings…………………………………………………………...55
Research Subquestion 1.1 Findings……………………………………………………...58
Research Subquestion 1.2 Findings……………………………………………………...59
Research Subquestion 1.3 Findings……………………………………………………...60
Research Subquestion 1.4 Findings……………………………………………………...61
Major Themes……………………………………………………………………………62
Perceived Barriers………………………………………………………………………..64
Summary of Qualitative Findings………………………………………………………..66
Conclusion……………………………………………………………………………….67
CONCLUSION AND RECOMMENDATIONS ..........................................................................69
Summary of Study……………………………………………………………………….69
Summary of the Results………………………………………………………………….70
Limitations……………………………………………………………………………….74
Implications of the Results……………………………………………………………….75
Recommendations for Future Research………………………………………………….76
Conclusion……………………………………………………………………………….77

REFERENCES ..............................................................................................................................79
APPENDIX A: TEACHER INTERVEIW QUESTIONS .............................................................85
APPENDIX B: REQUEST FOR PERMISSION ..........................................................................88
APPENDIX C: PARTICIPANT EMAIL………………………………………………………..89
APPENDIX D: INFORMED CONSENT……………………………………………………….90
APPENDIX E: IRB APPROVAL……………………………………………………………….93

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LIST OF TABLES
Table 5.1 Teaching Pyramid Observation Key Practie Items ........................................... 19
Table 6.1 Features of PBIS & Eight Subscales of PreSET……………………………….37
Table 7.1 Overall Themes Emerged from Participant Statements………………………..62
Table 7. 2 Overall Barriers Emerged from Participant Statements……………………….6

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LIST OF FIGURES
Figure 1.1 The PBIS Triangle – Primary Tier ...................................................................12
Figure 2.1 The PBIS Triangle – Target Supports………………………………………...13
Figure 3.1 The PBIS Triangle – Tertiary Tiers…………………………………………..14
Figure 4.1 The Pyramid Model Framework……………………………………………...16

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CHAPTER 1
Introduction
Beginning in 2015 and continuing forward, there has been a substantial push to
implement a Multi-Tiered System of Support (MTSS) aimed at enhancing student outcomes,
fostering the development of social-emotional skills, and mitigating challenging behaviors in
school environments. Multi–Tiered System of Support is a structured, evidence-based framework
designed to tailor support strategies based on the specific needs identified in students (Nese et
al., 2021). Chitiyo et al. (2019) states a universally implemented evidence-based practice within
the framework of MTSS is Positive Behavioral Interventions and Supports (PBIS). Positive
Behavioral Interventions and Supports (PBIS) is a three-tiered evidence-based framework
designed to foster prevention and intervention practices, supporting the enhancement of socialemotional competencies, and academic performance for every student. According to Chitiyo et
al., this comprehensive structure incorporates preventive measures across three tiers,
encompassing universal and proactive practices in all contexts to mitigate challenging behaviors.
To assess the effectiveness of PBIS in a school, especially in a preschool classroom, the
Teaching Pyramid Observation Tool (TPOT) was created. The Teaching Pyramid Observation
Tool (TPOT) was designed to evaluate the fidelity of PBIS within the preschool setting, aiming
to support teachers in implementing practices associated with the three-tiered framework (Snyder
et al., 2013).
Despite ample research on the background and validity of PBIS, there is a limited amount
of research on ensuring implementation of PBIS to fidelity. One of the most notable constraints
is the shortage of research on PBIS within the preschool setting (Smith et al., 2010). The
retrospective case study goal was to examine preschool classrooms and the impact that teachers'

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perspectives have on effectively implementing PBIS. To investigate this, the case study
conducted in-depth interviews with preschool teachers who implemented PBIS in their
classrooms and had existing TPOT observations. Additionally, the study analyzed existing TPOT
data to identify commonalities in program training, understanding of PBIS, and teachers'
attitudes and perspectives toward PBIS.
PBIS Tiers
The Pyramid Model comprises three tiers: Primary (Tier 1), Secondary (Tier 2), and
Tertiary (Tier 3). The first tier focuses on implementing school-wide universal measures to
ensure all students benefit from preventative supports, including routines, expectations, and rules
(Snyder et al., 2013). The Primary Tier, also known as primary prevention or universal
interventions, involves implementing these measures for all students across the school. The
primary goal of this tier is to decrease the occurrence of challenging behaviors among students,
specifically targeting 80% to 90% of students who do not exhibit challenging behaviors (Sugai et
al., 2000). The fundamental emphasis of the Primary Tier is on incorporating teaching practices
to establish a high-quality supportive environment and cultivate nurturing and responsive
relationships. The objective is to promote prosocial behavioral expectations and equip staff with
preventive strategies to address undesirable behavior. It involves implementing universal
teaching practices in the classroom, such as establishing a daily routine, enforcing expectations,
positively stating rules, and providing directions (Snyder et al., 2013). Additionally, an effective
leadership team should be established, along with a system for regularly collecting discipline
data and ongoing monitoring for future decision-making. Overall, the formation and
implementation of the Primary Tier are essential for the effective transition to the Secondary Tier
(Nese et al., 2021). Figure 1.1 references the Primary Tier (Center on PBIS, 2024).

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Figure 1.1
The PBIS Triangle – Primary Tier

Note. Figure 1.1 The PBIS Triangle, Primary Tier (Tier 1). From Center on PBIS (2024).
Positive Behavioral Interventions & Supports [Website]. (https://www.pbis.org/pbis/tier-1).
Copyright 2024 Positive Behavior Interventions & Supports (PBIS).

The Secondary Tier is classified as targeted interventions designed for students who may
be at risk of exhibiting challenging behavior (Sugai et al., 2000). These interventions
complement the universal practices, which may not be as effective for certain students. Targeted
interventions apply to 5% - 15% of students. The objective of the Secondary Tier is to
concentrate on promoting prosocial behaviors, developing social-emotional skills, preventing the
escalation of challenging behavior, and identifying potential triggers for such behaviors.
Specifically for this tier, interventions should be easily accessible, and include explicit
instruction on social skills, identifying feelings, expressing emotions appropriately, problem

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solving skills, and developing friendships (Snyder et al., 2013). Additionally, interventions must
be implemented efficiently and incorporate a social skills curriculum. In this tier, the Tier 2 team
is responsible for establishing a system to identify students who may require Secondary Tier
supports. The identification system may involve using a screening tool completed by teachers, a
specified number of office discipline referrals as grounds for Secondary Tier supports, and/or
recommendations from parents. Interventions commonly employed in this tier include mentoring
programs, social skill curriculums, and check-in/check-out programs (Nese et al., 2021). Figure
2.1 represents Tier 2 targeted supports (Center on PBIS, 2024).
Figure 2.1
The PBIS Triangle – Targeted Supports

Note. Figure 2.1 The PBIS Triangle, Targeted Supports (Tier 2). From Center on PBIS (2024).
Positive Behavioral Interventions & Supports [Website]. (https://www.pbis.org/pbis/tier-2).
Copyright 2024 Positive Behavior Interventions & Supports (PBIS).

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The Tertiary Tier is identified as intensive interventions and individual supports. These
specialized interventions cater to students with the most substantial and persistent challenging
behaviors and academic needs (Nese et al., 2021). The apex of the pyramid encompasses
approximately 1% - 7% of students (Sugai et al., 2000). Tier 3 is dedicated to collecting
extensive data through Functional Behavioral Assessments (FBAs) and observations to identify
motivational factors. It involves creating individualized plans to address the specific needs of
students. Additionally, Tier 3 aims to diminish the intensity of challenging behaviors exhibited
by these students (Nese et al., 2021; Sugai et al., 2000). Figure 3.1 depicts the Tertiary Tier
(Center on PBIS, 2024).
Figure 3.1
The PBIS Triangle – Tertiary Tier

Note. Figure 3.1 The PBIS Triangle, Tertiary Tier (Tier 3). From Center on PBIS (2024).
Positive Behavioral Interventions & Supports [Website]. (https://www.pbis.org/pbis/tier-3).
Copyright 2024 Positive Behavior Interventions & Supports (PBIS).

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School Wide PBIS, Program Wide PBIS, and The Pyramid Model
School–Wide Positive Behavior Intervention and Supports (SWPBIS) is a multi-tiered
positive behavior support system with three core principles: promoting evidence-based practices,
fostering system-level change, and enhancing local capacity for sustaining effective practices
(Frey et al., 2010). Currently, over 26,000 schools in the United States have adopted SWPBIS,
aiming to establish school-wide systems and procedures that target social-emotional skills (Nelen
et al., 2021).
Conversely, as many early childhood settings lack the administrative structure found in a
school district, Program Wide Positive Behavior Interventions and Supports (PWPBIS) emerged
as an extension of SWPBIS tailored for early childhood settings, adopting a prevention-oriented
approach (Frey et al., 2010). Both SWPBIS and PWPBIS share the common goal of fostering
social-emotional competencies and reducing challenging behaviors across all tiers (Burke et al.,
2015). While there are few distinctions between SWPBIS and PWPBIS, some challenges
prompted the Center for the Social and Emotional Foundations for Early Learning (CSEFEL) to
develop training and support for early childhood programs and staff to support a new
measurement of PBIS within the early childhood context (CSEFEL: Center on the Social and
Emotional Foundations for Early Learning, n.d.). Additionally, CSEFEL created a Teaching
Pyramid Observation Tool (TPOT) to monitor the fidelity of implementation within the early
childhood context (Frey et al., 2010). This national resource is funded by the Office of Head
Start and Child Care Bureau and is focused on evidence–based practices for early childhood
programs (CSEFEL: Center on the Social and Emotional Foundations for Early Learning, n.d.).
Another research-based framework designed to promote social-emotional competencies
and prevent challenging behaviors in early childhood settings is the Pyramid Model for

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Promoting Young Children’s Social-Emotional Competence. Hemmeter et al. (2016) discusses
this Pyramid Model as a framework specifically tailored for young children and parallels the
three tiers of PBIS. Both the Pyramid Model and PWPBIS frameworks concentrate on the
implementation of universal practices to promote social-emotional competencies, secondary
practices for students who may be at risk, and individualized practices for those with persistent
challenging behavior. Hemmeter et al. (2016) mentions a slight distinction between the two
frameworks is that the Pyramid Model is a research-informed framework incorporating
developmentally appropriate practices specifically designed as interactional and instructional
support practices in early childhood settings. In essence, the Pyramid Model offers the
framework and practices for the implementation of PWPBIS within early childhood settings.
Figure 4.1 shows the Pyramid Model framework for early childhood settings (National Center
for Pyramid Model Innovations, 2024).
Figure 4.1
Pyramid Model Framework

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Note. Figure 4.1 The Pyramid Model Framework. From National Center for Pyramid Model Innovations
(2024). National Center for Pyramid Model Innovations. (2024). Tiers - National Center for Pyramid.
(https://challengingbehavior.org/pyramid-model/overview/tiers/) Copyright 2024 National Center for Pyramid
Model Innovations.

In summary, there are few distinctions between SWPBIS, PWPBIS, and the Pyramid
Model for Promoting Young Children’s Social – Emotional Competence, particularly in the
context they serve, and the Pyramid Model is the framework of practices for PWPBIS. This
paper will specifically focus on PWPBIS as it serves as an extension for early childhood
programs, emphasizing the promotion of social-emotional competencies, and preventive
strategies to reduce challenging behavior.
Overview of TPOT
The Teaching Pyramid Observation Tool (TPOT) is a fidelity instrument designed to
assess interventions based on the Pyramid Model. Snyder et al. (2013) reports that it serves as a
professional development tool to aid teachers in implementing PBIS practices, emphasizing
social-emotional competencies, and behavior support in early childhood settings. TPOT was
formulated to evaluate a preschool teacher's comprehensive implementation of universal and
targeted teaching practices across the classroom. Additionally, it assesses the teacher's ability to
personalize teaching practices and execute individual behavior support plans at the tertiary level.
This tool is intended for trained coaches to offer support and feedback to teachers regarding their
implementation of PBIS practices and program-wide professional development.
According to Hemmeter et al. (2017), TPOT is segmented into three primary
components: environmental arrangements, key practices, and red flags. Each of these
components is further subdivided into subcomponents. There are fourteen key practice

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subcomponents and sixteen environmental and red flag subcomponents for 114 key teaching
practices. The observation process requires two hours to observe all subcomponents during
child-directed activities, teacher-directed activities, and transitions, followed by a 15–20-minute
interview.
As TPOT is a judgment-based assessment, observers are required to undergo a two-day
training to familiarize themselves with the tool and learn how to score the key practices. Over the
course of two days, observers learn to use the TPOT instrument, including key definitions,
scoring guidance, and indicators. Additionally, they are trained to observe and conduct
interviews based on a 2.5-hour video, which they use to score the TPOT and check for reliability
(TPOT™ Seminar - Brookes Publishing Co., 2022). Hemmeter et al. (2017) notes observers
must demonstrate reliability by achieving a score of 80% or higher when scoring a two-hour
video and interview on the second day. Eight of the key teaching practices are scored solely
based on observation, three key teaching practices are scored through a combination of
observation and interview, and the remaining three key teaching practices are scored exclusively
from the interview. Furthermore, all but three red flag indicators are scored solely based on
observation. The effective strategies for responding to challenging behavior are scored each time
a challenging behavior occurs during the observation. Table 5.1 depicts TPOTs key practices.
Essentially, the importance of the Teaching Pyramid Observation Tool (TPOT) lies in its
role as a fidelity instrument to assess the implementation of Pyramid Model interventions in
preschool settings. Hemmeter et al. (2017) explains that TPOT serves as a crucial professional
development tool, aiding teachers in implementing Positive Behavior Interventions and Supports
(PBIS) practices focused on social-emotional competencies and behavior support. It plays a

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pivotal role in ensuring the effective application of evidence-based strategies to enhance the
overall well-being and behavior of preschoolers.
Table 5.1
Teaching Pyramid Observation Key Practice Items

Note. Table 5.1 Teaching Pyramid Observation Key Practice Items. From Using the Teaching Pyramid
Observation Tool (TPOT) to support implementation of Social–Emotional teaching practices. School Mental
Health (2017). https://doi.org/10.1007/s12310-017-9239-y.

Statement of the Problem
Positive Behavior Intervention and Supports (PBIS) and the Pyramid Model are not
recent developments; however, what is relatively recent is TPOT. There are limited studies
examining TPOT and its effective use as a professional development tool in preschool settings.

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There is a shortage of research addressing teachers' comprehension of PBIS and their proficiency
in implementing Pyramid Model Interventions. Consequently, there is a need to explore how a
teacher's perspective influences their capability to implement PWPBIS with fidelity.
Research Question and Subquestions
1. How do the attitudes and perspectives of preschool teachers impact their capacity to
implement Program – Wide Positive Behavior Interventions and Supports (PWPBIS) with
fidelity within the classroom setting?
1.1 What are the beliefs and opinions of preschool teachers towards Program – Wide
Positive Behavior Interventions and Supports?
1.2 What beliefs do preschool teachers hold regarding sufficient training in Program –
Wide Positive Behavior Interventions and Supports to implement with fidelity within the
classroom?
1.3 What are the barriers preventing preschool teachers from effectively implementing
Program – Wide Positive Behavior Interventions and Supports practices and
interventions?
1.4 How do you feel about the Teaching Pyramid Observation Tool (TPOT) overall?
Definition of Terms
MTSS: Multi – Tiered System of Support (MTSS) is an evidence-based system structured
framework that emphasizes the use of a range of support strategies aligned with the intensity of
students' needs (Nese et al., 2021).
PBS: Positive Behavior Support (PBS) is a broad term used to describe the application of
positive behavioral interventions and systems aimed at accomplishing positive changes in
socially significant behavior (Sugai et al., 2000).

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FBA: Functional Behavior Assessment (FBA) entails identifying problem behaviors and creating
interventions to enhance or eliminate them (PaTTAN - Home, 2018).
PBIS: Positive Behavior Intervention and Supports (PBIS) is a structured, evidence-based
framework with tiers designed to support students’ behavioral, academic, emotional, social, and
mental health (Center on PBIS, 2024).
SWPBIS: School – Wide Positive Behavior Intervention and Supports (SWPBIS) is a muti
tiered framework aimed to at fostering a culture of support and behavior management to boost
emotional, social, academic, and behavioral outcomes for all students (Center on PBIS, 2024).
PWPBIS: Program – Wide Positive Behavior Intervention and Supports (PWPBIS) is an
prevention-oriented approach that is an extension of SWPBIS to address challenging behaviors
in early childhood settings. (Frey et al., 2010; PaTTAN - Home, 2018).
TIER 1: The universal level provides support to all students, emphasizing the teaching of socialemotional competencies, prosocial skills, and behavior expectations (Center on PBIS, 2024).
TIER 2: The targeted level of interventions and supports offers additional assistance to students,
providing them with teaching and opportunities to practice prosocial skills (Center on PBIS,
2024).
TIER 3: The intensive and individual level includes a formal assessment to provide students
with an individual plan and interventions to match the function of the behavior (Center on PBIS,
2024).
TPOT: “Teaching Pyramid Observation Tool (TPOT) is an instrument designed to measure a
practitioner’s implementation of the environmental, interactional, and instructional practices
associated with the Pyramid Model. It was developed to measure the fidelity with which

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preschool teachers implement Pyramid Model teaching practices” (Hemmeter et al., 2017, p.
205).
Implementation Fidelity: Concentrates on the contextual factors that facilitate the
implementation of the intervention and its fundamental components (Snyder et al., 2013)
CSEFEL: “Center on Social and Emotional Foundations for Early Learning (CSEFEL) focuses
on promoting the social emotional development and school readiness in children birth – 5 years
old” (CSEFEL: Center on the Social and Emotional Foundations for Early Learning, n.d., sec.
home).
Pyramid Model for Promoting Young Children’s Social – Emotional Competence:
“Framework for organizing research – based practices to use in the early childhood classrooms to
promote social – emotional competence and prevent and address children’s challenging behavior.
This framework mirrors elements found in Positive Behavior Interventions and
Supports” (Hemmeter et al., 2016, para. 4).
BOQ: Benchmarks of Quality is an assessment tool to determine progress and plan future
actions on Pyramid Model practices (National Center for Pyramid Model Innovations, 2024).
Significance of Study
There has been a significant amount of research conducted on SWPBIS and the relevance
it plays in social-emotional competencies and reducing challenging behavior. Nonetheless, there
has been less research examining how teachers' perspectives affect their ability to implement
PWPBIS with fidelity, particularly the importance of fidelity. According to Hemmeter et al.
(2017), a review was conducted on over 200 social-emotional learning interventions and their
outcomes. The review concluded that there were issues with the fidelity of implementation. The
evaluation of fidelity is crucial for connecting the implementation of practices to child outcomes

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and for establishing the effectiveness of interventions used in educational settings. Additionally,
as per Hemmeter et al. (2016), there are no published studies to date that have investigated the
classroom-wide implementation of Pyramid Model practices and their effects on classroom,
teacher, and child outcomes.
Furthermore, studies conducted between 1984 and 2003, assessing social validity
measures, revealed that only 26% of the studies incorporated such measures. Another study
suggests early childhood settings need to examine possible barriers to implementing high-quality
practices. In addition, studies have found that teachers were overall positive towards PWPBS,
but also revealed strategies were rated important rather than feasible. This indicates that early
childhood settings need to consider the support necessary for achieving high fidelity in
implementation (Frey et al., 2010).
Basic Assumptions
For this study, it is assumed that early childhood programs have a PBIS leadership team
established to serve as a guide for the implementation process of PWPBIS within their program.
The National Center for Pyramid Model Innovations (2024) describes this team focuses on the
on – going monitoring of decisions, support, and outcomes for their program. Likewise, it can be
assumed that the leadership team is using the Early Childhood Program – Wide PBS
Benchmarks of Quality (ECBoQ) to determine progress toward their implementation of
PWPBIS. It can be assumed that for a program to be deemed as successfully implementing
PWPBIS, all eight components of PWPBIS are not only implemented but also maintained with
fidelity. It can also be assumed that all staff members are trained on the Pyramid Model, and at
least 80% of the staff express their willingness to participate in program-wide implementation.

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Basic Limitations
In every study, it is central to recognize the presence of limitations. In this case study, a
potential constraint arises from the fact that the participating teachers may not have been
employed at the school for the entire duration of the PBIS program implementation.
Consequently, they might not possess full awareness of the implementation processes that
occurred at the school, missed professional development trainings, or coaching sessions to
improve upon their teaching practices. This can be acknowledged during the survey process
when determining how long a teacher has been at the school. Additionally, another limitation
could be a lack of transparency or misconceptions when teachers are completing the survey. The
teachers who participate in the study may not give full disclosure of their true perceptions and
opinions of PBIS or may not be able to explain and expand upon their responses, due to not
having the opportunity to ask follow–up questions. Lastly, another limitation is preschool
programs will be limited to one area due to the lack of preschool programs that have conducted
TPOT observations in their classrooms. COVID–19 has been a huge factor in high staff turnover
which has hindered the program's ability to train staff, continue the implementation of PWPBIS,
and conduct TPOT observations.
Summary
In summary, as the prevalence rate of challenging behavior in young children rises, there
is a growing need to implement evidence – based practices that emphasize social-emotional
competencies to prevent challenging behaviors. One of those evidence – based practices is
Program – Wide Positive Behavior Interventions and Supports (PWPBIS). PWPBIS is a three –
tiered evidence – based framework that focuses on prevention and intervention practices, to
promote social – emotional competencies, and increase academic growth. With the growing

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number of early childhood settings implementing PWPBIS, there is a need to monitor the
implementation of PWPBIS to ensure fidelity. One way to monitor PWPBIS fidelity is TPOT
observations. However, there are limited studies evaluating TPOT and its use as a professional
development tool to improve Pyramid Model practices and child outcomes.
The purpose of this case study is to explore how a teacher's perspective influences their
capability to implement PWPBIS with fidelity. The case study investigated the professional
development opportunities of PWPBIS and identifying potential barriers hindering teaching staff
from effectively implementing PWPBIS within the early childhood setting. In the forthcoming
chapters, the researcher presented literature encompassing the background, history, and
effectiveness of PWPBIS, the Pyramid Model, and TPOT. This literature provides the foundation
to conduct the case study, analyze findings, and explore future implications.

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CHAPTER 2
Review of the Literature
Introduction
Positive Behavior Interventions and Supports (PBIS) research is becoming more
prevalent and PBIS has evolved in the form of Program Wide Positive Behavior Interventions
and Supports (PWPBIS) for early childhood programs has become increasingly widespread.
While PBIS is not a curriculum per se, it serves as a framework designed to assist teachers,
parents, and administrators in enhancing social-emotional competencies and academic
performance, ultimately aiming to reduce challenging behavior. This literature review looks into
the historical development of PBIS, its connection to PWPBIS and Pyramid Model Practices, the
significance of PBIS in the context of special education, and the tools and assessments utilized in
its implementation. Additionally, the review explores11 the barriers associated with
implementing PWPBIS and evaluate its overall effectiveness.
Research Question and Subquestions
1. How do the attitudes and perspectives of preschool teachers impact their capacity to
implement Program – Wide Positive Behavior Interventions and Supports (PWPBIS)
with fidelity within the classroom setting?
1.1 What are the beliefs and opinions of preschool teachers towards Program –
Wide Positive Behavior Interventions and Supports?
1.2 What beliefs do preschool teachers hold regarding sufficient training in
Program – Wide Positive Behavior Interventions and Supports to implement with
fidelity within the classroom?

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1.3 What are the barriers preventing preschool teachers from effectively
implementing Program – Wide Positive Behavior Interventions and Supports
practices and interventions?
1.4 How do you feel about the Teaching Pyramid Observation Tool (TPOT)
overall?
PBIS and Pyramid Model Practices
Students who exhibit challenging behaviors present one of the biggest obstacles for
teachers in the classroom. These behaviors can stem from a multitude of factors, including
environment, diagnosis, culture, academic challenges, and interactions with peers and teachers
(Allday, 2017). Determining the function of these behaviors can be a lengthy and complex
process, often leaving teachers unsure where to begin. Even when teachers seek professional
help, support may be delayed due to heavy caseloads. Administrators are increasingly
recognizing the importance of prevention and the need to support teachers in this area. To reduce
challenging behaviors in the classroom, effective programs must be identified and properly
implemented (Molloy et al., 2013). Positive Behavior Interventions and Supports (PBIS) is one
evidence-based framework that schools have adopted for this purpose.
In 2018, a total of 27,000 schools across the United States were actively implementing
PBIS (Kim & Venet, 2023). Specifically, this initiative is linked to students with diagnosed
disabilities and/or mental health conditions. In 1997, the Individuals with Disabilities Education
Act (IDEA) introduced amendments incorporating insights regarding student behavior hindering
their learning. Sugai et al. (2000) reports the amendments outline the adoption of Positive
Behavior Support strategies (PBS) and the performance of Functional Behavioral Assessments
(FBA). It's crucial to acknowledge these concepts are not novel in education. Nevertheless, the

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amendments incorporated into IDEA now officially recognize these two practices as avenues to
enhance the quality of behavioral interventions and support planning.
It is not new that PBIS is the framework that majority of schools are adopting and
implementing to increase academic and social – emotional competencies. However, Dunlap and
Fox (2015) explain PBIS is rooted within the evidence – base framework of Positive Behavior
Support (PBS) which aims to improve school climate and discipline of behavior. PBS was
developed to address challenging behavior for children who had a diagnosed disability to include
positive behavior support and nonaversive behavior management. Afterwards, there was a major
step taken when PBS was acknowledged as a framework that could prevent challenging
behavior. This is when PBS was adapted to a multi–tiered system. Since 1997, following
amendments to the Individuals with Disabilities Education Act (IDEA), the commonly used term
for PBS in schools has been PBIS. Both terms can be used synonymously but it is important to
note that PBIS is derived from PBS.
According to Dunlap and Fox (2015), researchers developed a multi-tiered approach in
2003 for early childhood programs serving children from birth to age five, known as the Pyramid
Model. In comparison to PBIS, the Pyramid Model was created from evidence-based practices
derived from PBS and interventions that are effective on young children. Because of its multitiered framework and similarities to SWPBIS and the Pyramid Model, it has been referred to as
Program-wide Positive Behavior Support (PWPBS). SWPBIS is used in schools K – 12 with an
emphasis on all three tiers: universal, secondary, and tertiary. PWPBS is used in early childhood
programs, private preschools, and in Head Start settings.
Dunlap and Fox (2015) note there are similarities between SWPBIS, PBIS, the Pyramid
Model, and the application it has in early childhood settings. However, there are also stark

29
differences as well. SWPBIS is developed from the foundations of PBS and Applied Behavior
Analysis (ABA) and designed to improve academic, social, behavioral, and school moral
outcomes on a continuum of practices from the three tiers: universal, secondary, and tertiary. It is
characterized by eight elements: established leadership team, ongoing monitoring of data and
implementation of fidelity, data-driven decisions, professional development, monitoring and
response of behavioral expectations, system in place for challenging behaviors, family
engagement, and instruction of social skills.
Whereas the Pyramid Model is based on effective instruction for young children and
designed to promote social – emotional competences, prevent challenging behavior, and
implement behavior support plans for children who exhibit challenging behavior. Like SWPBIS
it also is a continuum of evidence – based practices of prevention, promotion, and intervention.
Specifically, the Pyramid Model is an example of PWPBIS. The difference explained by Dunlap
and Fox (2015) is the Pyramid Model is particularly created to cater to the needs of early
childhood programs. There are six elements of the Pyramid Model which include: developmental
stages of children, family engagement, role of the office, acknowledgement systems, teaching
practices, and data driven decision making.
The initial element highlighted by Dunlap and Fox (2015) is centered on the
developmental stages of children, emphasizes the enhancement of children's learning and
engagement. This is achieved by emphasizing teaching practices and expectations specifically
tailored to primary and secondary school settings. It is crucial that children receive instruction
and expectations that align with their developmental stage to ensure optimal learning outcomes.
This pertains to children's capacity for self-regulation, utilization of expressive and receptive

30
language, growth in independence, and the formation of nurturing and meaningful relationships
with both adults and peers.
In the Pyramid Model and SWPBIS, placing family engagement at the forefront of school
practices and policies is crucial according to Dunlap and Fox (2015), particularly in early
childhood programs where parents play a primary role in education. Key components encompass
two-way communication, collaborative learning objectives for children both at school and home,
resources, and the strengthening of the parent-child relationship. In addition to developmental
stages and family engagement, the third element pertains to the role of the office. Different from
disciplinary measures in other school settings, early childhood programs do not involve sending
children to the office. Consequently, role of the office focuses on administration, classroom
support, training, and the implementation of evidence-based practices. Instances of challenging
behavior are documented through behavior incident referrals, contributing to data collection for
the implementation of intervention supports.
The fourth component, acknowledgement systems, ensures that students adhere to
program-wide expectations by providing positive and descriptive feedback immediately
following appropriate behavior. Teachers are urged to use enthusiasm, aiding children in
understanding that positive behavior results in positive attention. This stands in contrast to
SWPBIS, where a token economy system is utilized to reward students for demonstrating
appropriate behavior.
Running in conjunction with acknowledgment systems, the fifth element is teaching
practices. The Pyramid Model has developed teaching practices that align with all tiers, fostering
social-emotional development and mitigating challenging behaviors. These practices focus on
instructional routines designed to teach emotional regulation, establish peer relationships, and

31
problem-solving skills. Targeted instruction incorporates these skills in the classroom, with an
emphasis on involving families to implement these practices in the home setting.
Lastly, Dunlap and Fox (2015) state data decision–making tools is a core element of
positive behavior support to drive intervention decisions. This is true for SWPBIS and PWPBIS.
The emphasis within this element is to ensure the decisions match the population within the
appropriate context. Specifically, PWPBIS uses data to identify strengths, track the
implementation of PWPBIS, determine additional needs for children, staff, and program
implementation.
Overall, the Pyramid Model is an example of PWPBS and shares close alignment with
SWPBS. It is imperative to recognize that PBS and PBIS can be used interchangeably, given
their identical features and shared conceptual foundations. The primary distinction lies in the age
group they serve. Both frameworks serve as systems of support aimed at addressing socialemotional competencies and reducing challenging behavior.
PBIS and Special Education
While PBIS is focused on positive outcomes for all students, it particularly has added
benefits for students who have a diagnosed disability. Multiple national education centers are
urging schools to go back to basic approaches and working smarter, not harder (Clemens et al.,
2021). In 2015, the Every Student Succeeds Act (ESSA) was established to encourage schools to
improve school-wide outcomes, incorporating both academic and behavioral aspects, and to offer
a continuum of intervention services for students. This continuum of intervention services is
commonly referred to as Multi-Tiered System of Support (MTSS), allowing schools to
efficiently organize and streamline intervention services to enhance overall outcomes for
students (Bohanon et al., 2021). While laws like ESSA and IDEA focus on inclusive practices

32
for students who receive special education services, PBIS is an added benefit to them. In 2019,
U. S. Department of Education found students who have a disability spend 80% or more in a
general education setting. The implementation of PBIS enables schools to create a safe, positive,
welcoming learning environment to allow students to attend and engage to tasks (Bradshaw et
al., 2021). In addition to attending and engaging, other benefits include preventive interventions,
positive school climate, and providing intensive support when needed (Burke et al., 2015).
Typically, students with disabilities face a greater likelihood of experiencing
exclusionary practices, such as suspension and expulsion, in comparison to their peers without
disabilities. Those subjected to these practices are at an elevated risk of experiencing negative
outcomes both in school and later in life. Simonsen et al. (2021) refer to this phenomenon as the
"school-to-prison pipeline." Students who have a diagnosed disability are required to have more
individualized supports and instruction. To support these students with a strong foundation of
classroom support and inclusive practices, multi-tiered systems of support frameworks are
utilized, such as PBIS, have proven effective in implementing and monitoring academic, social,
and behavioral supports and needs. As of now, there hasn't been a comprehensive nationwide
assessment of the connection between implementing Tier 1 PBIS and the outcomes for students
with disabilities in the United States. Over 20,000 schools in the United States utilize a PBIS
online data management system endorsed by the Center on PBIS, to record PBIS fidelity and
outcome data. However, there has been inconsistency among school staff in documenting data
related to students' disabilities within this system. Fortunately, the Civil Rights Data Collection
(CRDC) compiles information on the outcomes experienced by students with disabilities in
reported years across all U.S. schools. Sadly, Simonsen et al. (2021) recognized difficulties
associated with underreporting exclusionary discipline outcomes in the CRDC dataset. In 2015,

33
the U.S. Government of Accountability Office reviewed CRDC data and concluded the data is
not an accurate representation of restraint and seclusion within schools. The data review showed
70% of schools reported zero incidents. This raised similar concerns of underreporting occurring
in students with disabilities with explosion, suspension, restraints, and other disciplinary
practices.
Similarly, Zeng et al. (2020) claims suspension and expulsion frequently occur in early
childhood programs, with children being 3.2 times more prone to expulsion in comparison to
students in grades K – 12. The repercussions of suspension and expulsion extend beyond
academic consequences, impacting both children and their families by depriving students of
educational opportunities, particularly in the case of preschool students. Early childhood
programs play a crucial role in a child's development at a young age, focusing on foundational
skills that serve as building blocks for their lifelong learning journey. In a particular study, it was
discovered that the expulsion rate in state-funded preschool programs stood at 6.7 per 1,000
children, with over 10% of preschool teachers reporting the expulsion of at least one child.
Furthermore, in 2015, Zeng et al. (2020) collected data from parents regarding suspension and
expulsion revealed that an estimated 174,309 preschoolers experienced suspension, while 17,248
were expelled. This translated to a weekly average of at least 4,842 preschool students facing
suspension or expulsion from state-funded programs in the United States. Positive Behavior
Intervention and Supports (PBIS) has been recognized as an efficient framework for addressing a
school's environment, meeting students' needs, and enhancing overall systems and procedures,
including disciplines and referrals.

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Assessment Tools for Fidelity
A growing body of literature has emerged on the importance of implementation quality.
High-quality implementation is crucial because programs that are well-executed are more likely
to produce the desired effects (Allday, 2017). Several data-based assessment tools have been
developed to systematically measure the Pyramid Model and its implementation quality.
Specifically, four tools have been created to evaluate the implementation of the Pyramid Model
in early childhood settings: Early Childhood Program-Wide PBS Benchmark of Quality
(ECBoQ, Preschool-Wide Evaluation Tool (PreSET), Inventory of Practices for Promoting
Social Competence (PPSEC), and Teaching Pyramid Observation Tool (TPOT). These tools
were designed to address the unique requirements of assessing Positive Behavioral Interventions
and Supports (PWPBIS) in early childhood settings (Steed & Webb, 2012).
The ECBoQ serves as a self-assessment tool for leadership teams to evaluate the status of
Pyramid Model implementation within their early childhood programs. PreSET assesses the
universal features of PBIS implementation in early childhood programs (Vatland et al., 2022).
PPSEC is a self-assessment tool used by teachers to identify practices that are already in place or
need improvement. Lastly, TPOT assesses all levels of PWPBIS. Notably, PreSET and TPOT
are the only assessment tools completed by an external evaluator, incorporating a combination of
classroom observations and teacher interviews (Steed & Webb, 2012).
Moreover, while TPOT, PPSEC, and ECBoQ address certain measurement needs for key
practices in PWPBIS, there are three crucial aspects they collectively overlook. Firstly, TPOT
and PPSEC fail to gather data on program-wide attributes crucial for the sustainability and
adoption of PBIS. These attributes include professional development opportunities, teacher
planning time, and data collection for program and student decision-making. Secondly, both

35
PPSEC and ECBoQ, being self-assessment tools, lack the involvement of an outside evaluator.
Lastly, all three tools employ a divergent scoring system, unlike PreSET. In contrast, PreSET
utilizes the same scoring system and rubric employed by district and state-level administrators to
monitor the effectiveness of PBIS on a school-wide scale (Steed & Webb, 2012).
Fox et al. (2017) and Wennerstrom et al. (2021) explains the ECBoQ tool serves as a
valuable resource for leadership teams aiming to evaluate the implementation of the Pyramid
Model. It allows teams to examine the necessary elements and offers benchmarks essential for
achieving them. This tool is instrumental in gauging the progress of Pyramid Model practices.
Within the ECBoQ, leadership teams assess seven critical elements. These elements
encompass establishing a leadership team, securing staff buy-in, fostering family engagement,
setting program-wide expectations, developing a professional development and staff support
plan, establishing procedures to address challenging behavior, and monitoring implementation
and outcomes. Each element contains specific quality benchmarks that can be scored. In total,
there are forty-one benchmarks for leadership teams to evaluate. During the assessment, the team
determines whether each benchmark is not in place (0), partially in place (1), or fully in place (2)
(Fox et al., 2017; Wennerstrom et al. (2021)).To maintain a proactive approach, the leadership
team is advised to convene regularly every two to three months for a comprehensive review of
the ECBoQ. This periodic assessment allows them to gain insights into their implementation
status and address any elements or benchmarks that require additional planning.
Additionally, the PreSET is a modification of the School-Wide Evaluation Tool (SET), a
tool utilized by schools implementing School-Wide Positive Behavioral Interventions and
Supports (SWPBIS). It was created to fulfill the requirement for a data-driven tool specifically
tailored for early childhood programs to assess both program and classroom components of

36
PWPBIS. Steed and Webb (2012) reports the PreSET employs an adjusted three-point Likert
scale (0- not implemented, 1- partially implemented, 2- fully implemented) and calculates
subscale points along with total scores. The PreSET comprises 30 items arranged into eight facevalid subscales, aligning with eight aspects of PW-PBIS at the universal tier of intervention. The
items and subscales have been predominantly adopted from those utilized in the SET. While the
PreSET is derived from the SET, it retained some of the original subscales, introduced new ones,
and made adjustments to the wording to align with the context of PWPBIS. Notably, it
maintained the teaching of behavior expectations but incorporated family involvement,
recognizing its crucial role in early childhood settings.
Likewise, the PreSET measures program-wide supports linked to the long-term
implementation of PWPBIS. This incorporates tasks such as collecting and monitoring data on
child and program variables, forming a leadership team, and offering administrative support for
teachers. Table 6.1 by Steed and Webb (2012) offers a summary of the PW-PBIS features
covered across the eight PreSET subscales. The PreSET includes assessments of teacher-child
interactions and classroom materials to gauge PWPBIS, alongside interviews with program
administrators, teachers, and children. The entire process takes approximately an hour, and it is
recommended to conduct it twice a school year, ideally in the fall and spring by an evaluator who
has training in early childhood, had completed the reliability training, and has obtain at least an
80% interobserver reliability prior to being an evaluator.

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Table 6.1
Features of PBIS & eight subscales of PreSET

Note. Table 6.1 Features of PBIS and eight subscales of PreSET. Steed, E. A., & Webb, M. (2012). The
psychometric properties of the Preschool-Wide Evaluation Tool (PRESET). Journal of Positive Behavior
Interventions, 15(4), 231–241. https://doi.org/10.1177/1098300712459357

Similarly, the PPSEC, created by CSEFEL (n.d), serves as a tool for teams or individuals
to identify training needs and create action plans in four key areas: building positive
relationships, supportive environments, social-emotional teaching strategies, and implementing
individualized intensive interventions. The goal is to promote individual self-reflection and
encourage collaborative efforts with teachers, coaches, and administrative staff to ensure the

38
adoption of effective practices. The tool is structured into two sections: the Inventory of
Practices and the Action Plan.
The first section, the Inventory, promotes discussion and reflection across the four key
areas. Each area encompasses Skills and Indicators reflective practices that enhance socialemotional competencies in children, totaling twenty-eight Skills and Indicators. Within the
Inventory, CSEFEL (n.d.) noted there is a section titled Evidence/Observation, facilitating the
recording of observations, strengths, suggestions, and areas needing improvement concerning the
Skills or Indicators. Furthermore, the Inventory includes a column featuring three skill levels:
Seldom, Occasionally, and Consistently. This structure allows individuals or teams to reflect on
the implementation of the Skill or Indicator and assess its effectiveness. Following this, there is a
Target for Training indicator, enabling the team or individual to identify the need for training or
not.
The subsequent part, the Action Plan, follows the identification of specific training needs
linked to Skill or Indicator practices. Once these Skills or Indicators are recognized, a
collaborative effort should result to determine strategies aimed at improving existing practices or
introducing new teaching practices. Ultimately, the Action Plan section also incorporates a
Resources and Supports column, allowing the identification of any essential Resources or
Support required for the effective implementation of existing teaching practices or the
introduction of new ones. CSEFEL (n.d.) recommends to complete the PPSEC at various
intervals to monitor progress in training identification, using different ink colors to visualize
changes over time.
Nonetheless, Hemmeter et al. (2017) created TPOT to measure the fidelity of practices
related to the Pyramid Model, specifically focusing on environmental, interaction, and

39
instructional practices. TPOT was developed and part of an innovation funded by the Institute of
Education Sciences to measure the fidelity of Pyramid Model teaching practices implemented
within the early childhood setting before and after professional development trainings.
Hemmeter et al. (2017) explains TPOT focuses on the implementation of teaching
practices within the classroom at the universal, targeted, and individualized practices. It is broken
into three subscales key teaching practices, red flags, and strategies for responding to challenging
behavior. There are a total of fourteen items under key teaching practices, seventeen items for
red flags, and three items for strategies for responding to challenging behavior. Under each
subscale there are observable teaching practice indicators that vary from five to ten within each
teaching practice for a total of 114 key teaching practices. It is a two-hour observation observing
teacher and child directed activities and transitions, followed by an interview. There are eight
teaching practices that are only scored on observation, three practices scored on observation and
interview, and three practices scored on interview only.
According to Hemmeter et al. (2017), the goal for programs to use TPOT is to identify
teaching practices to provide professional developmental trainings for teachers, provide guidance
around curriculum and lesson planning, and to identify professional development strategies for
support. It can also be used to determine which teachers may benefit from intensive support such
as practice – based coaching. Additionally, TPOT data can be used to assess the implementation
of Pyramid Model practices program – wide or within each tier and can be used to assess MTSS
implementation for social, emotional, and behavioral teaching practices. TPOT is a valuable
assessment tool early childhood programs can utilize to assess the implementation of Pyramid
Model teaching practices. Data collected from TPOT can be used to make data driven decisions
such as individualized support for teachers or provide professional development in specific areas

40
of key teaching practices. Overall, it is used to measure classroom quality and can be used in
early childhood settings to strengthen the implementation of the Pyramid Model.
As a result, the assessment tools, including ECBoQ, PreSET, PSSEC, and TPOT, have
been developed or modified to evaluate the implementation of PWPBIS in early childhood
settings. These tools share commonalities in terms of specific indicators and teaching practices,
yet they also possess distinctive features, such as being a self-assessment tool or an observation
conducted by an evaluator. In summary, these assessment tools collectively aim to identify
professional development opportunities to enhance teaching practices focused on fostering
social-emotional competencies in children within the early childhood setting.
Barriers to Implementation
Positive Behavior Interventions and Supports (PBIS) is a positive disciplinary framework
implemented in schools and early childhood programs. The benefits noted by Tyre and
Feuerbron (2021) of adopting this framework are evident for students, staff, families, and
schools, contributing to improved academic outcomes, a positive school climate, enhanced staff
morale, and a reduction in challenging behaviors, office referrals, suspensions, and expulsions.
Despite these advantages, schools and early childhood programs encounter challenges in
PBIS implementation, and one significant obstacle is obtaining staff buy-in. Staff buy-in is
crucial for successful implementation, as the willingness and belief of staff members in the
effectiveness of PBIS directly influences its adoption. PBIS practices are dependent on teacher's
implementation of them within the classroom. Therefore, staff buy-in and support is an essential
component to reaching maximum implementation (Feuerborn & Chinn, 2012). Resistance to
PBIS often stems from staff perceptions, leading to potential negative consequences such as poor
student outcomes, low fidelity rates, and diminished collaboration among staff.

41
Tyre and Feuerborn (2012) recognized the importance of staff buy-in, it is essential to
address potential resistance early on. Studies have shown that overlooking this critical step due
to eagerness to implement PBIS can hinder the overall success of the framework. To mitigate
this, leadership teams should invest time in engaging staff, providing relevant data, and
dispelling misconceptions. This proactive approach can prevent resistance, ensuring a smoother
PBIS implementation process and fostering a positive school environment.
Another obstacle cited by Steed et al. (2013) arises in early childhood programs situated
in rural areas. Geographical location becomes a challenge, hindering effective intervention. The
distance can impede access to specialized behavior interventionists needed to support children
with diagnosed disabilities or challenging behaviors. Moreover, rural programs face difficulties
in recruiting qualified staff capable of delivering effective early childhood education and special
education services. This challenge is compounded by lower compensation rates, impacting the
retention of qualified staff. These factors collectively present a hurdle in implementing PBIS
within rural areas, as PBIS relies on consistency. A high staff turnover becomes a barrier to the
successful implementation of PBIS in such settings. There is also a concern of lack of
sustainability with stakeholders, administration, and staff. Studies have been conducted to
determine the sustainability within school districts. One study found school districts are likely to
discontinue implementation within three years and abandonment was more prevalent in urban
schools than rural schools. This is a concerning conclusion because PBIS has the capability to
improve overall student outcomes and administrators have been adopting practices that are
proven to not be valid (Chitiyo et al., 2019).
In addition to staff buy-in and geographical locations, teacher perceptions can impede the
successful implementation of PBIS. Tyre and Feuerborn (2021) identified three common misses

42
that act as barriers to PBIS implementation. These misses include misconceptions,
misapplications, and misalignments with educational philosophy. Teaching staff may lack a
comprehensive understanding of PBIS, focusing only on a few aspects of the overall framework.
Their comprehension might be anchored to a limited set of observable practices rather than the
broader context. For instance, some teachers may view rewarding students or display behavior
expectations in various settings, as insufficient. Despite years of implementation, there may still
be staff unfamiliar with PBIS due to their own lack of knowledge or misunderstanding of the
framework, leading to these conceptualized misconceptions.
To add, another miss explained by Tyre and Feuerborn (2021) is related to
misapplication. Misapplications arise when staff express concerns about PBIS practices being
applied incorrectly, incompletely, or with low fidelity. A limited understanding can result in the
inaccurate implementation of the framework. For instance, teachers might perceive PBIS
implementation as a restriction on sending students to the office, whereas the actual focus of
PBIS is to reduce office discipline referrals. When misapplications take place, there is a valid
concern regarding the accuracy or completeness of the implementation of the PBIS framework.
Likewise, the third miss involves misalignment. Misalignments arise when there is a conflict
between a teacher's belief system and the practices of PBIS. It is crucial to acknowledge that
philosophical conflicts are commonplace within schools. Identifying misalignments are essential
as they can impede the implementation process. Teachers are more inclined to adopt a
framework closely aligned with their own philosophy.
Ultimately, obstacles described by Tyre & Feuerborn (2021) can impede the effective
implementation of PBIS, given the substantial reliance on teaching practices. Full
comprehension of the framework is crucial for successful implementation. While common

43
misconceptions may pose challenges, proactive steps, such as staff engagement, targeted
professional development, understanding teacher perceptions, and providing implementation
support, can prevent these barriers when they arise.
Summary
Positive Behavior Interventions and Supports is rooted in Positive Behavioral Support
(PBS) and the Pyramid Model, with tailored systems for different age groups: SWPBIS for K-12
settings and PWPBIS for early childhood (Frey et al., 2010). PBIS plays a crucial role in Special
Education, aligning with ESSA and IDEA to ensure students with disabilities receive preventive
interventions, experience a positive school climate, and access intensive interventions when
needed, particularly to reduce suspension and expulsion rates in early childhood programs
(Burke et al., 2015; Zeng et al., 2020). There are several assessment tools measure the fidelity of
the Pyramid Model, including ECBoQ, PreSET, PPSEC, and TPOT, all aimed at identifying
professional development opportunities to enhance teaching practices. While PBIS is a robust
framework, it has limitations, including barriers such as staff buy-in, geographical location, and
misapplication.
Given the limited research on PWPBIS in early childhood settings, there is a need to
investigate how teachers' attitudes affect their ability to implement PWPBIS. This case study
aimed to identify potential barriers, proactive steps, targeted professional development, and
understand teachers' perceptions to strengthen the implementation of PWPBIS. The following
chapter will outline the research methodology, participants, research design, and data analysis.

44
CHAPTER 3
Methodology
Restatement of Purpose
While Positive Behavior Intervention and Supports (PBIS) and the Pyramid Model have
been longstanding approaches, TPOT is a more recent development. Currently, over 26,000
schools in the United States have adopted SWPBIS, with the goal of implementing school-wide
systems and procedures that focus on social-emotional skills (Nelen et al., 2021). Limited
research has been conducted on TPOT's effectiveness as a professional development tool in
preschool settings. The existing studies also show a scarcity of investigation into teachers'
understanding of PBIS and their competence in implementing Pyramid Model Interventions.
Therefore, there is a necessity to explore how teachers' perspectives impact their ability to
implement PWPBIS with fidelity.
Research Question and Subquestions
1. How do the attitudes and perspectives of preschool teachers impact their capacity to
implement Program – Wide Positive Behavior Interventions and Supports (PBIS) with fidelity
within the classroom setting?
1.1 What are the beliefs and opinions of preschool teachers towards Program – Wide
Positive Behavior Interventions and Supports?
1.2 What beliefs do preschool teachers hold regarding sufficient training in Program –
Wide Positive Behavior Interventions and Supports to implement with fidelity
within the classroom?
1.3 What are the barriers preventing preschool teachers from effectively implementing

45
Program – Wide Positive Behavior Interventions and Supports practices and
interventions?
1.4 How do you feel about the Teaching Pyramid Observation Tool (TPOT) overall?
Description of Participants
The initial challenge was identifying participants for the case study. First, it was a
challenge to identify preschool programs that implemented PWPBIS and an instrument tool to
measure the implementation of the practices PWPBIS (Hemmeter, 2017). In addition to
identifying preschool programs that utilize PWPBIS and TPOT, programs also had to use an
assessment tool to determine their progress with the implementation of PWPBIS. There are four
tools that have been created to evaluate the Pyramid Model in preschool settings: Early
Childhood Program – Wide PBS Benchmark Quality (ECBoQ), Preschool-wide Evaluation Tool
(PreSET), Inventory of Practices for Promoting Social Competence (PPSEC), and Teaching
Pyramid Observation Tool (TPOT) (Vatland et al., 2022; Steed & Webb, 2012).
The case study participants were preschool teachers in Head Start Programs and Pre–K
Counts Programs. Teachers will vary in years of experience, gender, and educational background
as requirements are different in each program. Due to COVID – 19, there has been a workforce
crisis in Head Start and Pre – K counts programs to retain staff. There has been a notable
challenge in keeping qualified staff due to compensation, challenging job conditions, and jobs
offering better pay (National Head Start Association, 2023). Therefore, there are a limited
number of Head Start and Pre – K counts programs who have current TPOT data. For the
purpose of this study, existing and current TPOT data will be utilized. This study used Head Start
and Pre – K Counts programs within the Western Pennsylvania region who have been
implementing PWPBIS for at least two full years. After an extensive amount of research to

46
identify early childhood programs who have implemented PWPBIS for at least two years, have a
well – established leadership team, and use an assessment tool to assess the implementation
process and practices within the classroom, there was only one early childhood program who
identified meeting all the requirements. The program has twenty–nine combined Head Start and
Pre–K counts classrooms. The case study had a small sample of participants in the study due to
staff turnover. Only staff who have had a TPOT observation conducted were eligible to
participate in the study.
Research Design and Description Procedures
The research utilized a case study design, adopting a retrospective approach through indepth interviews that explore participants' past experiences with Program-Wide Positive
Behavioral Interventions and Supports (PWPBIS) and the Teaching Pyramid Observation Tool
(TPOT). The case study design allows to focus intensely on representative of a larger population
of cases narrowing it down to a single case (Elman et al., 2016).
A case study design enables an intensive, in-depth examination that incorporates multiple
variables, allowing for thorough documentation, description, and analysis of the data. Focused on
individuals, groups, or multiple participants, case studies emphasize “how” and “why” questions
(Sandall et al., 2002). This study employed multiple data sources, using a qualitative approach to
capture the participant's experience in depth. Since 1989, qualitative research has gained
prominence in early childhood special education, adopting a multimethod, interpretive, and
naturalistic approach (Krusenvik & Halmstad University, 2015). This approach allows
participants to remain in their natural settings, with results interpreted through the meanings they
ascribe to their experiences, deepening and broadening understanding. Key features of
qualitative research include the use of multiple methods and the repetitive nature of analysis,

47
which allows researchers to revisit data repeatedly and identify recurring themes (Sandall et al.,
2002). For this study, interviews on past experiences and previously collected TPOT observation
data were the primary methods. This repetitive analysis allowed researchers to explore whether
preschool teachers' attitudes and perspectives influence their ability to implement PWPBIS with
fidelity in the classroom. Purposeful sampling was used to select participants with relevant
experience in the Head Start/Pre-K setting and with TPOT and PWPBIS, ensuring a
comprehensive perspective (Schwartz et al., 1998). Ultimately, the goal of this retrospective case
study was to uncover causal relationships or patterns emerging from prior experiences,
enhancing understanding of the interaction between a specific context and a phenomenon and
providing a holistic view (Krusenvik & Halmstad University, 2015). Conclusively, this approach
proved valuable in addressing the research questions, offering insights into how teachers’
attitudes and perspectives may impact their fidelity in implementing PWPBIS in early childhood
classrooms.
Data was collected via in-depth interviews that directly address the study’s research
questions. The researcher contacted all administrators of Head Start and Pre-K Counts programs
in Western Pennsylvania to identify programs that have been implementing PWPBIS for at least
two years, have a well-established leadership team, and use assessment tools that evaluate both
PWPBIS implementation status and classroom practices (Appendix B)
Once programs are identified, the researcher requested permission to access all TPOT
data from the 2018–2019 to the 2022–2023 school years. Additionally, permission was sought to
invite teachers to voluntarily participate in the study (Appendix C). Upon receiving approval, the
researcher obtained contact information for the teachers and reached out to them for consent
(Appendix D). Only teachers who received a TPOT observation during the specified school years

48
will be contacted. After approval was granted (Appendix E), an email was sent to the teachers,
inviting them to participate in the study and including the consent forms. The consent form asked
for permission to discuss the program's aggregated TPOT data, individual TPOT data, and to
conduct multiple interviews if necessary (Appendix D). It was strongly emphasized that all
collected data will remain anonymous to protect the confidentiality of both the program and
staff. The researcher also offered to share the study’s results with the program if desired.
After participants gave their consent, the researcher reached out to schedule interviews.
Data collection occurred during these interviews that covered topics such as PWPBIS training,
the TPOT observation tool, the program’s aggregated TPOT data, and participants' personal
experiences. Each interview focused on five key questions, addressing the main research
question and sub questions, with the researcher introducing each question to direct the
conversation. Additional prompts were used as needed to help guide the participant in answering
fully. See Appendix A for questions and prompts used throughout the interviews. This allowed
key themes to naturally emerge as participants reflect on their past experiences. As participants
shared their insights, the research questions are expected to be addressed organically. The goal
was to explore these questions through open-ended discussions that allow for valuable insights to
surface. Ultimately, this approach aimed to provide a deeper understanding of participants'
experiences and perspectives, enriching the study's findings and offering meaningful
implications for future research.
Data Analysis
The purpose of this retrospective case study was to explore past events to identify
themes, patterns, and barriers that emerge from participant interviews. Once the interviews were
completed, the data was collected and aggregated for analysis. Aggregating the data involved

49
comparing and linking participants' responses to identify recurring patterns and themes. This
process included several phases: first, describing the data by identifying the who, what, when,
where, and why of the situation; second, interpreting the data by uncovering themes, patterns,
and emerging categories; and finally, drawing conclusions and determining the significance of
these themes (Schoch, 2020). By examining these past experiences, the study aimed to reveal
key factors that influence the implementation of PWPBIS in the classroom. The findings
provided critical insights into how participants' experiences and challenges affect PWPBIS
implementation, while also identifying potential areas for improvement in professional
development and teaching practices within early childhood programs.
Through comprehensive data analysis, this study sought to offer early childhood
programs a proactive guide for planning and training teachers in PWPBIS, ensuring fidelity in its
implementation. The intent was to provide programs with valuable insights into training methods
and potential barriers, enabling administrators to refine their plans for successful PWPBIS
implementation. This will support leadership teams, professional development efforts, and
classroom practices by offering a detailed understanding of the factors that influence
implementation fidelity. Ultimately, the study aimed to equip early childhood programs with data
and information that can enhance their PWPBIS practices, driving continuous improvement and
strengthening the overall effectiveness of their approach.
Following the completion of data collection, which includes existing TPOT data and indepth interviews, the final phase of the study focused on data analysis. This stage involved
identifying common themes, trends, successes, and barriers that emerge from the interviews. The
goal was to examine whether teachers' attitudes and perspectives impact their ability to

50
implement Program-Wide Positive Behavior Interventions and Supports (PWPBIS) with fidelity
in the classroom.
The final step in data analysis was to summarize the findings, highlight emerging themes,
and to summarize the themes, with the goal of addressing the research questions and subquestions. As previously mentioned, aggregating the data involved analyzing participants'
responses to identify recurring patterns and themes. This process included several phases:
describing the data, interpreting it to identify themes, patterns, and emerging categories, drawing
conclusions, and assessing the significance of the identified themes (Schoch, 2020). Through
open-ended questions (Appendix A) the study gathered demographic information alongside
insights into the perspectives and barriers related to PWPBIS implementation. Addressing
common themes, barriers, trends, and successes will enable a deeper understanding, prompting
programs to evaluate their current practices and enhance classroom strategies for greater
effectiveness.
In essence, the data was analyzed using thematic analysis to identify prevalent themes
and barriers of teachers' perspectives on the effectiveness of PWPBIS in their classrooms,
alongside pivotal contributing factors concerning implementation, training, and professional
development. The analysis involved reviewing the data thoroughly to identify recurring patterns
and broad themes, assessing their significance in relation to the findings (Sandall et al., 2002;
Schoch, 2020). These findings will inform early childhood programs with key areas where they
should prioritize in their PWPBIS implementation to ensure sustained effectiveness and
successful execution. This aligns with the study's objective of aiding early childhood programs in
implementing PWPBIS, aiming for an 80% fidelity rate. Furthermore, the results may spur
further investigation, potentially broadening the scope to include more programs and

51
participants, while utilizing current TPOT data to determine whether similar themes persist or if
new insights emerged. The upcoming chapter explores data collection, examining both
qualitative and quantitative data, common themes, barriers, and overall summary findings to gain
deeper insights into teachers' attitudes and perspectives toward PWPBIS implementation.

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Chapter 4
Findings
Restatement of Research Questions
The purpose of this case study was to explore how teachers' perspectives influence their
ability to implement Program-Wide Positive Behavior Interventions and Supports (PWPBIS)
with fidelity. This study investigates the impact of preschool teachers' attitudes and viewpoints
on their effectiveness in applying PWPBIS. Additionally, it sought to examine preschool
teachers' beliefs about PBIS, evaluate the adequacy of their training, and identify any potential
gaps in their knowledge or practice. To achieve this, the following research questions were
presented.
1. How do the attitudes and perspectives of preschool teachers impact their capacity to
implement Program – Wide Positive Behavior Interventions and Supports (PWPBIS)
with fidelity within the classroom setting?
1.1 What are the beliefs and opinions of preschool teachers towards Program –
Wide Positive Behavior Interventions and Supports?
1.2 What beliefs do preschool teachers hold regarding sufficient training in
Program – Wide Positive Behavior Interventions and Supports to
implement with fidelity within the classroom?
1.3 What are the barriers preventing preschool teachers from effectively
implementing Program – Wide Positive Behavior Interventions and
Supports practices and interventions?
1.4 How do you feel about the Teaching Pyramid Observation Tool (TPOT)
overall?

53
The interview results focused on gathering qualitative data. The participant engaged in
several in-depth interviews that included open-ended questions. These questions were based on
the primary and sub-research questions, with follow-up questions emerging naturally as the
conversation progressed to gather additional insights. The responses were analyzed to identify
themes, trends, insights, and key factors that either supported or hindered the effective
implementation of PWPBIS with fidelity in the classroom.
Demographics
There were few early childhood programs that met the case study's criteria. These
requirements included actively implementing PWPBIS and using an assessment tool to measure
the fidelity of PWPBIS practices. In addition to identifying programs that utilized both PWPBIS
and the TPOT, eligible programs also had to use an evaluation tool to track their progress in
implementing PWPBIS. Among the programs contacted, only one early childhood program—a
Head Start and Pre-K Counts program—met all the criteria and agreed to participate in the study.
This program, Mercer County Head Start is located in western Pennsylvania.
In addition to the challenges of identifying a suitable program, there were difficulties in
recruiting participants for the study. Initially, the program identified ten eligible participants.
However, due to limited responses and concerns about sensitive information, the study was
redirected, shifting to a retrospective single case study with one participant who had previously
worked at the program.
The participant, a white female, worked at the program for seven years and had multiple
TPOT observations. She implemented PWPBIS in her classroom within her time at the early
childhood program. Her educational background includes a bachelor's degree in elementary
education and early childhood, as well as a master's degree in curriculum and instruction.

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Data Collection
The purpose of this study was to explore how preschool teachers’ perspectives influence
their ability to implement PWPBIS with fidelity in the classroom. To collect data for this case
study, an email was initially sent inviting participants to join the study. However, due to limited
responses as previously mentioned, the study shifted to a single case study with a former
employee of the program. After contacting the previous employee, an email was sent, including
an informed consent form outlining the details of the case study. The participant was asked to
consent to any or all of the following: discussing the program's TPOT data, discussing their
individual TPOT data, and participating in multiple interviews if necessary. The participant
consented to all three.
Following the received consent, an interview was scheduled. The participant was
interviewed multiple times virtually, allowing discussions around the research and sub-questions
to naturally develop during the conversations. A total of three interviews were conducted on
October 21st, October 23rd, and October 26th. The researcher and participant also reviewed both
the overall TPOT data for the program from 2020-2021 and the participant's individual TPOT
data from the same period. This process facilitated deeper discussions and enabled the collection
of additional qualitative data. As a result, the interviews provided valuable insights that
contributed to a more comprehensive understanding of teachers’ perspectives towards PBIS and
TPOT.
Qualitative Data Findings
The qualitative data was analyzed to understand how the participants experiences and
challenges impacted PWPBIS implementation, while identifying themes, barriers, potential
improvements for future professional development and teaching practices. During the interviews,

55
the participant's responses addressed multiple questions within a single answer, while also
providing additional information related to previous questions as the sub questions guided the
conversation. As the discussion progressed, the following findings emerged.
Research Question 1 Findings
Research question 1 explored overall perspectives and attitudes towards PWPBIS and
how these perspectives influenced its implementation in the classroom. The participant initially
spoke broadly about the topic, and the researcher and participant gradually narrowed the focus to
their specific beliefs and perspectives. The participant highlighted two key factors: personal
experience and shared experiences with colleagues. They emphasized the importance of "buy-in"
as a critical element for implementing PWPBIS with fidelity, stating, “As teachers buy into
PWPBIS, I personally, believe in its foundation and goals, which led me to have a positive
attitude and fully implement it in my classroom. This has helped me with my classroom
environment, classroom management, and challenging behaviors.” This belief aligned with the
participant's overall TPOT score of 81%, confirming that they were implementing PWPBIS with
fidelity. As previously discussed, staff buy-in is an indicator to successful implementation of
PBIS (Feuerborn & Chinn, 2012). In this participants case, they bought into PWPBIS and
successfully implemented it within their classroom. As mentioned previously, a classroom must
score 80% or higher on their overall TPOT score to be considered as implementing PWPBIS
with fidelity, and in this case, the participant exceeded that threshold with a score of 81%
(Hemmeter et al., 2017).
Another key topic the participant discussed was the level of support felt by teachers and
the support they personally received. The conversation revealed that implementing PWPBIS was
not solely the teacher's responsibility, but rather a collective effort. The participant explained,

56
“It’s not just my responsibility to implement PWPBIS in my classroom, but also my assistants',
the families', my supervisor’s, and the administration’s. When my supervisor visited my
classroom, she would model PWPBIS language and reinforce what I was implementing, which
made me feel supported and gave me confidence in effectively implementing PWPBIS. It
reassured me that I was doing a good job."
In contrast, the participant recalled colleagues who felt unsupported and unsure of how to
implement PWPBIS, leading them to only do the bare minimum. This highlights the importance
of staff buy-in, which is closely tied to the support teachers receive—not only from their own
efforts, but also from families and administration. The participant’s reflection on their
colleagues' struggles revealed lack of support yields ineffective PWPBIS implementation. Due to
a lack of support, this also points to misapplications that had been identified earlier as barriers to
successful implementation (Tyre & Feuerborn, 2021). Although this was not the participant’s
personal experience, it highlights how crucial staff buy-in is, as it fosters the support needed to
fully understand and implement PBIS with fidelity.
Lastly, the participant shared their personal beliefs about PBIS as a whole, stating,
“PWPBIS has many components and requires a lot of time, energy, and effort to ensure it is done
correctly. Without fully understanding PWPBIS in its entirety, I don’t know if I would have been
able to implement it successfully in my classroom. There’s so much to remember, but with
practice, it becomes a habit.” The participant’s response highlighted the importance of
professional development and training. They emphasized that without proper training, it would
be difficult for teachers to fully grasp and implement PWPBIS effectively—a point also made
earlier when discussing colleagues who implemented PWPBIS with only the bare minimum.
Additionally, this emphasizes the complexity of PWPBIS, as there are many components for

57
teachers to learn and apply. For instance, the TPOT alone assesses 114 indicators, illustrating the
vast number of elements involved and supporting the participant’s perspective. Overall, the
participant’s reflections reinforce the need for thorough training and support to ensure PWPBIS
can be implemented with fidelity, as understanding its full scope is essential to its success in the
classroom.
Finally, the participant emphasized the importance of professional development, stressing
that breaking down each component of PWPBIS and pacing the training is critical which
connects to the complexity of PWPBIS. This approach allows teachers to focus on one element
at a time, increasing the likelihood of successful implementation. In conclusion, the findings
highlight the intricate relationship between teacher attitudes, support systems, and professional
development in ensuring the successful implementation of PWPBIS.
Moreover, the conversation reinforced the previously identified barrier of staff buy-in,
highlighting how essential it is for successful implementation. The willingness and belief of staff
in PWPBIS's effectiveness directly impact its adoption. The successful implementation of
PWPBIS practices depends on not only the teachers but also assistants, families, and
administration. Another barrier that emerged was the complexity of PBIS itself. With so many
components to learn and apply, it can be challenging for teachers to implement it fully without
adequate practice and effort.
In summary, several themes, barriers, and professional development ideas emerged
during the discussion of research question one with the participant. First, it became clear that
teachers' attitudes and perspectives toward PWPBIS significantly influence their ability to
implement it successfully in their classrooms. Additionally, collaborative support systems
emerged as a critical theme. The participant emphasized that feeling supported boosted their

58
confidence in implementing PWPBIS which was backed by their TPOT score, while a lack of
support led some teachers to do only the bare minimum. This lack of support often contributed to
negative attitudes toward PWPBIS, which, in turn, hindered successful implementation.
Research Subquestion 1.1 Findings
Research sub question 1.1 examined preschool teachers' beliefs and opinions regarding
PBIS. Again, the participant initially began with a broad discussion about the topic before
narrowing their focus on their personal beliefs about PWPBIS. They identified several positive
aspects of PWPBIS. The participant stated, “PWPBIS focuses on recognizing the positives of the
child and reminds me to reinforce the positive behaviors I want to see throughout the day in our
classrooms.” This statement stresses the foundational principles of PWPBIS, which aims to
reduce challenging behaviors while promoting prosocial behaviors. Additionally, it connects to
the emerging theme of professional development and training, emphasizing the importance of
teachers understanding the rationale behind PWPBIS. This understanding contributes to another
theme—staff buy-in—which is essential for teachers to successfully implement PWPBIS in their
classrooms.
Conversely, the participant also expressed some dislikes about PWPBIS. They noted, “A
major drawback is the lack of consequences that accompany PWPBIS. I feel like a child needs
to receive a consequence for exhibiting a behavior that does not follow the expectations to learn
what is expected of them.” This sentiment relates to the barrier of misapplication, where a
limited understanding can lead to the inaccurate implementation of the framework. For example,
some teachers might perceive PWPBIS implementation as a restriction of consequences whereas
the actual focus of PWPBIS is to reduce challenging behavior (Tyre & Feuerborn, 2021). As the
conversation progressed, the participant shared their overall opinion of PWPBIS, stating, “I love

59
PWPBIS because it focuses on the all-around positive aspects of the whole child. It encourages
the kids to make positive choices based on the positive consequences that accompany them. I
also love how it builds the child’s confidence and helps them feel happy about their decisions.”
Ultimately, the participant's opinions and beliefs about PWPBIS reinforce the theme of
professional development for teachers to ensure they understand the foundation and rationale
behind PBIS. Without this understanding, there may be limited staff buy-in, negatively
impacting teachers' perspectives and potentially leading to unsuccessful implementation of
PWPBIS. Furthermore, this ties back to the barrier of misapplication, emphasizing the need for
professional development and training to grasp PWPBIS and all its components fully. In
conclusion, fostering a comprehensive understanding of PWPBIS among teachers is crucial for
its effective implementation and for maximizing the positive outcomes it aims to achieve in
preschool settings.
Research Subquestion 1.2 Findings
Research sub question 1.2 focused on preschool teachers' beliefs regarding the adequacy
of PWPBIS training. The participant shared her specific views on PWPBIS training, stating, “I
feel strongly about the training of PWPBIS; however, it can be overwhelming with how much is
involved in each training. I also believe that the trainings are only effective if support is provided
in the classroom on a regular basis.” When the researcher explored why the training felt
overwhelming, the participant pointed to several factors: the numerous components within PBIS,
the timing of the trainings, specifically the duration of each session, the time gaps between
trainings, and the challenge of implementing strategies without ongoing support from
administration.

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This insight connects to the theme of collective support systems available to teachers,
particularly from supervisors and administration, emphasizing the importance of staff buy-in at
all levels for successful PWPBIS implementation. The participant's responses also highlight
barriers related to professional development, specifically the structure of the training sessions.
She described the training as overwhelming due to the numerous components involved, and
noted that the lengthy intervals between sessions made it challenging to integrate the material
effectively. When asked about the impact of these gaps, she mentioned that it was difficult to
connect the concepts when trainings occurred only once a year. Additionally, she stressed that
without regular support, implementing PWPBIS in the classroom becomes challenging. Overall,
research sub question 1.2 emphasizes the importance of both consistent and collaborative support
systems and structured professional development to aid successful implementation.
Research Subquestion 1.3 Findings
Research sub question 1.3 explored the barriers that prevent preschool teachers from
effectively implementing PWPBIS. When asked, the participant identified persistent challenging
behaviors among students as a significant obstacle to successful PWPBIS implementation.
Additionally, she noted that a lack of parental support in both home and school settings adds to
the difficulty. The participant explained that without sufficient support for children with
challenging behaviors, teachers often have to focus on managing behavior to ensure safety for
both the child and others. Consequently, this can take precedence over implementing PBIS
strategies in the classroom. This feedback highlights how challenging behaviors in preschool can
hinder a teacher’s ability to fully apply PWPBIS, despite the program's goal of reducing such
behaviors. In addition, previously discussed barriers, such as geographical location, may also
impact support access, especially in rural settings, where additional support for students with

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challenging behaviors may be limited due to program location (Steed et al., 2013). Ultimately,
this stresses the need for a strong support system to empower teachers to prioritize both student
safety and effective PWPBIS implementation.
Research Subquestion 1.4 Findings
Research question 1.4 explored teachers' overall perceptions of the TPOT. The
participant shared candidly, stating that TPOT observations felt extremely overwhelming, made
her nervous, and created stress due to the pressure to complete all required tasks within a twohour window. She expressed concern about the fairness of the evaluation, noting that if a TPOT
component didn’t naturally arise during the observation—or if a student independently resolved
a problem—the teacher wouldn’t receive credit for completing all steps, despite the student’s
successful independence. Additionally, she explained that the TPOT process created extra work,
was time-consuming, and that the data collected from it wasn’t used constructively. When
discussing the purpose of TPOT data, she acknowledged its intent for coaching but perceived
coaching negatively, explaining that within her program, coaching felt discouraging rather than
supportive.
Furthermore, the participant's reflections suggest that while TPOT aims to support
teachers and used as a professional development tool, its current implementation within the
program may contribute to stress and create perceptions of coaching as punitive rather than
constructive. This insight on teacher observations emerges a new theme of perceptions of
observations. This theme captures the participant's feelings about the TPOT process, highlighting
how the evaluation structure, the stress of observation, and the perception of coaching contribute
to an overall sense of support—or lack thereof—in the program.

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Major Themes
This study’s review of research on implementing PWPBIS in early childhood settings
revealed recurring patterns, highlighting key themes necessary for achieving implementation
fidelity in the classroom. Throughout the interviews, participants answered questions that
provided opportunities to share their perceptions of the primary contributors to effective
PWPBIS practices. The themes emerging from these discussions often aligned with previously
established concepts surrounding PWPBIS. The open-ended nature of the questions encouraged
participants to expand on their beliefs, provide in-depth explanations, and engage in meaningful
discussions. These insights illustrated the complex factors influencing PWPBIS implementation,
emphasizing the need to address both supportive elements and obstacles. Ultimately, the five
major themes were identified through the data analysis, offering a deeper understanding of
PWPBIS fidelity in early childhood education.
Table 7.1 presents the major themes identified during the interviews, along with the total
number of statements made. Each statement made by the participant was tallied to identify major
recurring themes. The results revealed that attitudes and perspectives emerged frequently
throughout the conversations, supporting the research question that teachers' attitudes and
perceptions significantly influence their ability to implement PWPBIS with fidelity.
Table 7.1
Overall Themes Emerged from Participant Statements
Theme
1.
2.
3.
4.
5.

Total Number Of Statements
Teachers’ Attitudes and Perspectives
Collaborative Support Systems
Professional Development Training
Staff-Buy In
Perceptions of Observations

9
4
3
4
2

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The first theme, teacher’s attitudes and perceptions was the most prominent statement.
This statement reoccurred nine different times throughout the interviews as Table 6 shows above.
The participant emphasized that embracing PWPBIS fostered a positive attitude, which
facilitated successful implementation and positively impacted classroom management, the
learning environment, and the handling of challenging behaviors. Ultimately reducing
challenging behaviors within the classroom. Their belief in the program served as a foundation
for ensuring fidelity in PWPBIS practices.
Another prominent theme that repeatedly surfaced was collaborative support systems.
The participant highlighted the significance of collective support from families, support staff,
and administration, noting that such collaboration instilled confidence and reassurance in
implementing PWPBIS. In contrast, a lack of this support often resulted in minimal effort
leading to ineffective implementation.
Professional development training emerged as a third key theme. The data reflected
participants' beliefs about the adequacy of PWPBIS training, with one participant expressing that
the training felt overwhelming due to its length, the volume of content covered, and the time
gaps between sessions. Furthermore, the data indicated that training was only effective when
teachers received adequate support and observed modeled practices, both of which are essential
for implementing PWPBIS strategies effectively.
Additionally, staff buy-in emerged as a crucial theme throughout the conversation, as the
participant consistently reaffirmed the importance of believing in PWPBIS, its foundational
principles, and its ultimate goal of reducing challenging behaviors. To add, professional
development and training emerged as a key theme, stressing the necessity of providing teachers

64
with adequate training in PWPBIS. The participant pointed out that without proper training,
misconceptions and misapplications could arise, leading to ineffective implementation.
Finally, the participant’s perceptions of TPOT observations highlighted how attitudes and
perspectives strongly impact teachers' implementation of PWPBIS. Her feelings toward these
observations highlights the significant role that attitudes play in successful PBIS application.
Ultimately, the data revealed five key themes that contribute to the successful
implementation of PWPBIS with fidelity. These themes—teachers’ attitudes and perspectives,
collaborative support systems, professional development training, staff buy-in, and perceptions
of observations—significantly influence the effectiveness of the PWPBIS within classrooms.
These insights collectively highlight the complex nature of successfully implementing PWPBIS
in the classroom.
Perceived Barriers
While several positive themes emerged from the interview, a few barriers were also
identified. Many of these have already been discussed such as using an assessment tool, staff
buy-in, geographical location, professional development, and teachers’ perceptions. In the study
conducted by Tyre and Feuerborn (2021), noted teacher perceptions hinder effective PBIS
implementation. Often, teachers may only partially understand PBIS, focusing on isolated
practices rather than the full framework. This contributes to misapplication of PWPBIS practices
and lack of staff-buy in.
Table 7.2 presents barriers identified during the interviews, along with the total number
of statements made. The results revealed that lack of staff buy-in stood out as the primary barrier,
contributing to insufficient professional development training and limitations in support systems.

65
Table 7.2
Overall Barriers Emerged from Participants Statements
Barriers
1.
2.
3.
4.
5.

Lack of Staff Buy-in
Insufficient Professional Development Training
Misapplication of PBIS Practices
Persistent Challenging Behaviors
Limitations in Support Systems

Total Number Of Statements
8
5
2
3
4

The conversation began with a discussion of staff buy-in, highlighting that while it is a
recurring theme, it is also the most substantial barrier. The participant expressed a belief in
PWPBIS and its objectives, noting that a lack of belief among staff could hinder successful
implementation. They referenced former coworkers who struggled with implementation due to
their skepticism about PWPBIS. Successful implementation of PBIS relies heavily on teachers'
commitment (Feuerborn & Chinn, 2012).
Another identified barrier was insufficient professional development training. The
participant described PWPBIS training as overwhelming and complex due to its many
components, along with issues related to the timing of the sessions, such as their duration and the
gaps between them. This barrier is closely linked to the TPOT observation process, where a lack
of training on the tool itself left teachers uncertain about its purpose. The participant noted, “I’m
not sure what the data was used for and how it applied.” This statement highlights the
insufficient training surrounding TPOT as well.
To expand on the issue of inadequate professional development, the misapplication of
PWPBIS practices highlights the critical need for effective training. Without proper training,
staff may fail to grasp the entirety of PWPBIS and how its various components function

66
cohesively. The participant expressed a concern about the lack of consequences for children who
do not meet expectations, which emphasizes the misapplication of PBIS as a barrier.
Another significant barrier was persistent challenging behavior, which the participant
directly identified when asked about the obstacles hindering PWPBIS implementation. They
explained that when challenging behaviors occur frequently and without additional support, the
focus shifts to ensuring the safety of the child and others in the classroom. Consequently, this
forces them to pause the implementation of PWPBIS. Without consistent application of
PWPBIS, achieving fidelity becomes extremely challenging. Lastly, limitations in support
systems emerged as a barrier closely linked to persistent challenging behavior. When there is
insufficient support from administration, teachers are left to manage challenging behaviors on
their own, which often results in them having to pause the implementation of PWPBIS practices.
In conclusion, five barriers emerged that hinder teachers from implementing PWPBIS
effectively. These barriers include a lack of staff buy-in, insufficient professional development
training, misapplication of PWPBIS practices, persistent challenging behaviors, and limitations
in support systems. Overall, the data provides valuable insights into the themes that facilitate
successful implementation, while also highlighting the obstacles that impede the effective
application of PWPBIS with fidelity.
Summary of Qualitative Findings
The qualitative data revealed several themes and barriers from the interviews with the
participant. The findings for Research Question 1 indicated that attitudes and perspectives
significantly influence the implementation of PWPBIS, while supportive systems help boost
teachers' confidence and foster buy-in. Additionally, it highlighted the necessity of professional
development training to break down each component of PWPBIS, allowing teachers to focus on

67
one element at a time. Research Sub question 1.1 reinforced the significance of professional
development training by underscoring the importance of understanding the foundation of
PWPBIS. It also identified barriers such as lack of staff buy-in and misapplication, suggesting
that without a solid understanding of the framework, teachers are less likely to embrace it fully
and may misapply it in their classrooms.
Research Sub question 1.2 connected to the themes of collective support and staff buy-in,
emphasizing that adequate support is essential for successful PWPBIS implementation.
Moreover, it highlighted the barrier of insufficient training, noting that the structure and pacing
of training sessions can overwhelm staff. Research Sub question 1.3 concluded that persistent
challenging behavior serves as a significant barrier to implementing PWPBIS, particularly when
there is a lack of support to address these behaviors. Finally, Research Sub question 1.4 provided
insight into the theme of perceptions surrounding observations, specifically how the participant
felt about the TPOT process, the associated stress, and the negative connotation of the coaching
data.
Conclusion
Positive Behavior Interventions and Supports (PBIS) is an evidence-based framework
designed to reduce challenging behaviors while promoting social-emotional competencies and
academic achievement. Program-Wide Positive Behavior Intervention and Supports (PWPBIS)
has been adapted specifically to meet the needs of early childhood settings. To explore the
attitudes and perspectives of teachers implementing PWPBIS with fidelity, a retrospective single
case study was conducted to determine how these factors influence their ability to implement the
framework effectively. An interview was conducted with a former employee of Mercer County

68
Head Start, utilizing the research question and sub questions to facilitate a natural conversation
that would allow themes and barriers to emerge organically.
The qualitative data revealed several definitive themes from the participants' responses.
The first theme that emerged was the impact of attitudes and perspectives, indicating that
teachers' viewpoints can significantly influence their ability to implement PWPBIS with fidelity
in the classroom. Another key theme was collaborative support systems, which provide
reassurance to teachers about their capacity to implement PWPBIS effectively. When
challenging behaviors arise, the support offered to teachers helps them maintain their focus on
PBIS implementation. Additionally, professional development training and staff buy-in surfaced
as essential themes, highlighting the role of training in fostering staff buy-in and teaching
teachers how to implement PWPBIS. These elements are interconnected in facilitating effective
implementation. Lastly, perceptions of observations were identified as a factor influencing
PWPBIS implementation; understanding the purpose of observations and how the data is utilized
is crucial for success. Several barriers also emerged from the participant's responses, including a
lack of staff buy-in, insufficient professional development training, misapplication of PWPBIS
practices, persistent challenging behaviors, and limitations in support systems. Overall, the case
study’s data indicated that teachers' attitudes and perceptions play a significant role in their
ability to implement PWPBIS with fidelity. The upcoming chapter provides a summary of the
case study's results, examines its limitations, the implications of the results, and offers
recommendations for future research. These recommendations aim to deepen the understanding
of how teachers' perspectives on PWPBIS influence implementation fidelity in the classroom and
their overall impact on early childhood programs.

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CHAPTER 5
Conclusions and Recommendations
Summary of the Study
The purpose of this case study was to explore how preschool teachers' attitudes and
perspectives influence their ability to implement PBIS with fidelity in the classroom. The
researcher focused on early childhood programs that had implemented PWPBIS for at least two
full years, had a well-established leadership team, and utilized an assessment tool to evaluate
implementation practices. Only one early childhood program met all of these criteria.
A retrospective case study methodology was utilized to conduct in-depth interviews with
the participant to gather qualitative data naturally from the conversations. The participant
responded to the research questions and sub questions in an open-ended format to identify
common themes, trends, barriers, and insights that could enhance PWPBIS fidelity, with a
particular focus on the connection between professional development and teaching practices. The
goal of the study was to provide a narrative on how the participant’s perceptions and experiences
impacted their ability to implement PWPBIS in the classroom with fidelity. To achieve this, the
following research questions and sub questions were addressed:
1. How do the attitudes and perspectives of preschool teachers impact their capacity to
implement Program – Wide Positive Behavior Interventions and Supports (PBIS) with
fidelity within the classroom setting?
1.1 What are the beliefs and opinions of preschool teachers towards Program – Wide
Positive Behavior Interventions and Supports?

70
1.2 What beliefs do preschool teachers hold regarding sufficient training in Program –
Wide Positive Behavior Interventions and Supports to implement with fidelity within the
classroom?
1.3 What are the barriers preventing preschool teachers from effectively implementing
Program – Wide Positive Behavior Interventions and Supports practices and
interventions?
1.4 How do you feel about the Teaching Pyramid Observation Tool (TPOT) overall?
Summary of the Results
The researcher analyzed data from multiple interviews with a former Mercer County
Head Start employee to explore how the participant’s experiences and challenges impact
PWPBIS implementation. The qualitative analysis focused on identifying themes and barriers for
future professional development and teaching practices. Throughout the interviews, the
participant responded to several questions that allowed them to express their views on the key
contributors and barriers affecting their ability to implement PWPBIS with fidelity. The themes
that emerged from these discussions frequently intersected with previously mentioned concepts
related to PWPBIS. The open-ended nature of the questions (Appendix A) encouraged the
participant to elaborate on their beliefs, provide detailed explanations, and engage in meaningful
dialogue. In reviewing the research on successfully implementing PWPBIS in early childhood
settings, several common components have been identified as major contributors or barriers to
fidelity in classroom implementation. Overall, these insights illustrate the complex factors
influencing PWPBIS implementation and emphasize the need to address both contributors and
obstacles to ensure successful fidelity.

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The qualitative data analysis from the participant interviews revealed several key themes
and barriers. Findings for Research Question 1 indicated that teachers’ attitudes and perspectives
play a significant role in implementing PWPBIS, with supportive systems boosting teachers'
confidence and promoting buy-in. Additionally, it highlighted the need for professional
development that breaks down each PWPBIS component, enabling teachers to focus on one
element at a time. Research sub question 1.1 reinforced the importance of professional
development by emphasizing the need to understand the foundation of PWPBIS. Barriers such as
limited staff buy-in and misapplication were identified, suggesting that without a solid grasp of
the framework, teachers may struggle to embrace and accurately apply it in the classroom.
Research sub question 1.2 addressed the themes of collective support and staff buy-in, stressing
that adequate support is essential for effective PWPBIS implementation. It also noted insufficient
training as a barrier, highlighting that the structure and pacing of training sessions can
overwhelm staff. Research sub question 1.3 identified persistent challenging behaviors as a
major obstacle to implementing PWPBIS, particularly when support to manage these behaviors
is lacking. Finally, Research sub question 1.4 shed light on perceptions surrounding
observations, revealing the participant’s feelings about the TPOT process, the stress associated
with it, and the negative connotations attached to coaching data.
The primary themes that emerged from the participant's perspective included teachers’
attitudes and perceptions, collaborative support systems, professional development training, staff
buy-in, and perceptions of observations. The participant emphasized that embracing PWPBIS
fosters a positive attitude, which facilitates successful implementation and enhances classroom
management, the learning environment, and the handling of challenging behaviors, ultimately

72
reducing such behaviors. Their belief in the program served as a foundation for ensuring fidelity
in PWPBIS practices.
Collaborative support systems also emerged as a prominent theme. The participant
highlighted the importance of collective support from families, support staff, and administration,
noting that such collaboration instills confidence and reassurance in implementing PWPBIS.
Conversely, a lack of support often results in minimal effort and ineffective implementation.
Staff buy-in was another crucial theme throughout the conversation, with the participant
consistently affirming the importance of believing in PWPBIS, its foundational principles, and
its ultimate goal of reducing challenging behaviors.
Professional development and training were identified as key themes, underscoring the
necessity of providing teachers with adequate training in PWPBIS. The participant pointed out
that without proper training, misconceptions and misapplications can arise, leading to ineffective
implementation. Additionally, the participant’s perceptions of TPOT observations revealed how
attitudes and perspectives significantly impact teachers' implementation of PWPBIS,
highlighting the critical role that these attitudes play in successful PBIS application.
In summary, five major themes emerged from the discussion: teachers’ attitudes and
perceptions, collaborative support systems, staff buy-in, professional development training, and
perceptions of observations. These insights collectively underscore the complex nature of
successfully implementing PBIS in the classroom.
While several positive themes were identified in the interview, some barriers were also
noted. The first barrier is a lack of staff buy-in, which poses a significant obstacle to successful
implementation. The conversation began with a discussion of staff buy-in, emphasizing that
while it is a recurring theme, it remains a substantial barrier. The participant expressed belief in

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PWPBIS and its objectives, noting that skepticism among staff could hinder successful
implementation. They referenced former coworkers who struggled with implementation due to
their doubts about PWPBIS. The successful implementation of PBIS heavily relies on teachers'
commitment (Feuerborn & Chinn, 2012).
Another barrier identified was insufficient professional development training. The
participant described PWPBIS training as overwhelming and complex, citing the numerous
components involved and issues related to the timing of the sessions, such as duration and gaps
between them. This barrier is closely tied to the TPOT observation process, where a lack of
training on the tool itself left teachers uncertain about its purpose. The participant noted, “I’m
not sure what the data was used for and how it applied,” highlighting the inadequacy of training
surrounding TPOT. Additionally, the misapplication of PWPBIS practices underscores the
critical need for effective training; without it, staff may struggle to understand how PWPBIS
components function cohesively. The participant expressed concern about the lack of
consequences for children who do not meet expectations, further emphasizing the misapplication
of PBIS as a barrier.
Persistent challenging behavior also emerged as a significant barrier. The participant
identified this issue directly when asked about obstacles hindering PWPBIS implementation,
explaining that frequent challenging behaviors, coupled with a lack of additional support, shift
the focus to ensuring safety in the classroom. Consequently, this forces them to pause the
implementation of PWPBIS, making it extremely difficult to achieve fidelity. Lastly, limitations
in support systems were identified as another barrier, particularly in relation to persistent
challenging behavior. When teachers lack sufficient support from administration, they are left to

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manage challenging behaviors on their own, often leading to the suspension of PWPBIS
practices.
In conclusion, the implementation of PWPBIS in early childhood settings is influenced
by a complex interplay of contributing factors and barriers. While positive themes such as
supportive attitudes, collaborative systems, and effective professional development emerged
from the participant's insights, significant obstacles, including a lack of staff buy-in, insufficient
training, and persistent challenging behaviors, were also identified. Addressing these barriers is
crucial for achieving fidelity in PWPBIS practices. By fostering a culture of support, enhancing
professional development opportunities, and ensuring that all staff members are invested in the
PWPBIS framework, educators can create a more effective and conducive learning environment.
Ultimately, understanding and addressing these dynamics will enhance the potential for
successful PBIS implementation, thereby benefiting both educators and students in early
childhood settings.
Limitations
The study faced several limitations that may impact the validity of the findings. One
major limitation was the limited number of early childhood programs that qualified for
participation in the research and results in one early childhood program used for the case study.
This restriction resulted in a small participant pool, which may not adequately represent the
diverse experiences and perspectives of teachers implementing PWPBIS across various settings.
The lack of participants ultimately forced a shift to a retrospective case study approach, further
narrowing the scope of the research and potentially affecting the depth of insights gathered.
Additionally, the reliance on a previous employee for the case study introduced another
layer of limitation. The participant’s reflections were based on their personal experiences and

75
memories, which given the time gap, over a span of seven years, may have lacked important
details, subject to bias, and inaccuracies in recollection. While their insights provided valuable
context and firsthand knowledge, they may not capture the full range of experiences or the
current dynamics present in the program. Consequently, these limitations emphasize the need for
caution in interpreting the findings and highlight the importance of broader, more diverse
participant involvement in future research on PWPBIS implementation. Additionally, researcher
bias is a potential limitation. The researcher’s personal experience in training teachers in
PWPBIS, implementing PWPBIS, and serving as a TPOT observer could have influenced the
identification of themes, barriers, and areas for further professional development during data
collection.
Implications of the Results
This retrospective case study has implications for early childhood programs that are
currently implementing PWPBIS or programs who might be planning on implementing
PWPBIS. The implications of the results are diverse and highlight four important areas for
consideration for early childhood programs.
Professional Development Needs. The findings emphasize the necessity for targeted and
effective professional development training tailored to early childhood educators. Addressing
misconceptions and providing comprehensive training on the PWPBIS framework can enhance
teachers' understanding and implementation fidelity. Additionally, it is important to consider the
frequency of the training sessions, the complexity of the components, the duration of each
session, and the specific training related to TPOT. By focusing on specific components of
PWPBIS and allowing educators to engage in practical, hands-on learning, programs can better
equip teachers to apply these practices in their classrooms.

76
Enhancing Staff Buy-In. The results revealed the critical role of staff buy-in in the
successful implementation of PWPBIS. Cultivating a shared belief in the framework among all
staff members is essential. This can be achieved through collaborative discussions, involving
teachers in decision-making processes, and demonstrating the positive outcomes of PWPBIS
practices. Ensuring buy-in is establish within the program before beginning to implement
PWPBIS is crucial. In addition to fostering a supportive environment that values teacher input
and experiences can help mitigate resistance and promote greater acceptance of PWPBIS.
Support Systems. The importance of collaborative support systems emerged as a
significant theme in the findings. Building strong partnerships among families, support staff, and
administration is vital for creating a collaborative and supportive environment for educators.
Providing consistent support and resources can help teachers feel more confident in their ability
to implement PWPBIS, ultimately leading to more effective practices in the classroom.
Addressing Challenging Behaviors. The study illustrates the persistent challenge of
managing difficult behaviors in early childhood settings and its impact on PWPBIS
implementation. Addressing this issue requires not only strategies for behavior management but
also collaborative support that empowers teachers to address these behaviors proactively. Early
childhood programs should consider integrating behavioral support systems that provide
additional resources and training for educators facing significant behavioral challenges.
Recommendations for Future Research
The limitations identified in the study, particularly the reliance on a single participant's
retrospective narrative, stresses the need for future research involving a larger and more diverse
participant base. Expanding studies to incorporate a larger sample size with diverse
demographics, locations, and backgrounds would offer a richer understanding of PWPBIS

77
implementation with fidelity. This would help develop a more complete narrative on how to
successful sustain and implement PWPBIS with fidelity. This expanded research might also
include longitudinal studies to evaluate the long-term effects of training and support on PWPBIS
fidelity and student outcomes. Furthermore, increased focus on PBIS in early childhood settings
within future studies and literature would enhance professional development opportunities for
educators, ultimately leading to improved instructional practices and greater student success in
the classroom.
Conclusion
The purpose of this case study was to examine how teachers' perspectives and attitudes
affect their ability to implement PBIS with fidelity in their classrooms and to identify related
trends. The data revealed several major themes and barriers that contribute to the successful
implementation of PWPBIS with fidelity. These themes include staff attitudes and perspectives,
collaborative support systems, professional development training, staff buy-in, and perceptions
of observations. Among these, staff attitudes and perspectives emerged as the most significant
theme, reinforcing the research question that teachers' attitudes greatly influence their capacity to
implement PWPBIS with fidelity.
Additionally, barriers were identified during the data analysis. These included a lack of
staff buy-in, insufficient professional development training, misapplication of PWPBIS practices,
persistent challenging behavior, and limitations in support systems. Notably, the lack of staff
buy-in was the primary barrier hindering teachers from implementing PWPBIS effectively,
which was closely linked to the issue of inadequate professional development training.
These trends, whether significant influences or barriers, can guide future research and
assist other early childhood programs in successfully implementing PWPBIS. While there is

78
substantial research on the successful implementation of PBIS in elementary schools, there is far
less research on how to effectively implement and sustain PWPBIS with fidelity in early
childhood programs. As more early childhood programs adopt PWPBIS with fidelity, the
positive effects on teaching practices and child outcomes will become increasingly evident.
Conducting more research on staff buy-in and professional development for early childhood
educators and the implementation of PWPBIS within early childhood settings will provide
valuable insights that can strengthen teaching practices and improve program fidelity over time.

79
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APPENDIX A: INTERVIEW QUESTIONS

Question 1: How do the attitudes and perspectives of preschool teachers impact their capacity to
implement Program – Wide Positive Behavior Interventions and Supports (PBIS) with fidelity
within the classroom setting?
1.1 Can you describe why you have a positive view of PBIS?
1.2 What type of support did you receive and can you describe it in detail?
1.3 What type of support did you receive from your classroom, supervisor, and
administration?
1.4 Can you describe any specific experiences where your attitude or perspective
influenced how you implemented PWPBIS strategies in the classroom?
1.5 Can you describe why you think why some of your colleagues had negative views on
PBIS?
1.6 When you talk about PBIS components with training, can you be more specific?
1.7 What are your personal beliefs towards PBIS?
1.8 Do you know what your previous overall TPOT scores were?

Question 2: What are the beliefs and opinions of preschool teachers towards Program – Wide
Positive Behavior Interventions and Supports?
2.1 Can you explain more about why you disliked PBIS?
2.2 Can you provide more detail into why you liked PBIS?
2.3 How did you beliefs impact your classroom?
2.4 How did your beliefs impact your implementation of PBIS?

86
2.5 What impact did your beliefs have on your students?

Question 3: What beliefs do preschool teachers hold regarding sufficient training in Program –
Wide Positive Behavior Interventions and Supports to implement with fidelity within the
classroom?
3.1 Can you provide more detail into the training you received?
3.2 How did the training impact your ability to implement PBIS in your classroom?
3.3 What type of professional development training did you receive?
3.4 What was your attitude towards PBIS training?
3.4 How were the trainings structured?
3.5 Why did the training feel so overwhelming?

Question 4: What are the barriers preventing preschool teachers from effectively implementing
Program – Wide Positive Behavior Interventions and Supports practices and interventions?
4.1 What type of barriers do you belief impacted your ability?
4.2 Can you describe the type of behaviors in your classroom?
4.3 What impact did insufficient support have on your classroom?
4.4 What impact did insufficient support have on your PBIS implementation?
4.5 Can you go into detail about parent support?

Question 5: How do you feel about the Teaching Pyramid Observation Tool (TPOT) overall?
5.1 Do you know what the programs overall TPOT score was?
5.2 How was the data used within your program?

87
5.3 Why do you think TPOT was not fair?
5.4 What were the stressors of TPOT?
5.5 Can you provide more detail into why you felt overwhelmed?
5.6 What additional pressure did you feel and why?
5.7 Do you see any benefit to TPOT observations?
5.8 What are your views towards coaching with TPOT?

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APPENDIX B: REQUEST FOR PERMISSION TO CONDUCT RESEARCH WITH
PROGRAM
Name:
Title:
Program:
Address:
Request For Permission to Conduct Research with Faculty
Dear _________________
I am Madelyn Shuttleworth, a doctoral student at Slippery Rock University. I am
contacting you to request your authorization for conducting research within your program,
specifically focusing on faculty members for my doctoral dissertation. The study aims to explore
teachers' attitudes and perspectives regarding the implementation of Program Wide Positive
Behavior Interventions and Supports (PWPBIS). The research will be carried out under the
guidance of Dr. Ashlea Rineer – Hershey, a faculty member at Slippery Rock University.
I am requesting your approval to obtain faculty contact information for the purpose of
conducting email questionnaires with your faculty members. Additionally, I am seeking
permission to obtain existing Teaching Pyramid Observation Tool (TPOT) data that was
previously conducted by your program to assess the fidelity of Positive Behavior Interventions
and Supports (PBIS) implementation.
You have indicated that (program name) has implemented PWPBIS for at least two years
and has a well-established leadership team utilizing the Early Childhood Benchmarks of Quality
(ECBoQ) to evaluate PWPBIS progress. In addition, the team uses an assessment tool (TPOT) to
gauge fidelity in classrooms.
As PWPBIS gains prominence in early childhood programs nationwide, my objective is
to identify common themes among teachers' perspectives on PWBIS, understand barriers
hindering fidelity in implementation, and explore potential professional development
opportunities that enable early childhood programs to implement PWPBIS with fidelity.
By signing the line at the bottom, you authorize the contact of your faculty and the
sharing of PWBIS information for the purpose of conducting the study. After concluding the
study, I will submit the research report to Slippery Rock University. If you need additional
information, please feel free to reach out to me at 724-815-9831 or via email at
mls1057@sru.edu. Thank you for your attention and time regarding this matter.
Sincerely,
Madelyn Shuttleworth, M.Ed

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APPENDIX C: PARTICIPANT EMAIL
Good Morning!
I hope this email find you well and you are having a fantastic start of the 2024-2025
school year. I invite you to participate in a research study titled, “Preschool Teachers’
Perspectives on Implementing PBIS with Fidelity.” I am currently enrolled in the Doctorate in
Special Education program at Slippery Rock University and in the process of writing my
Doctoral dissertation.
The purpose of the research is to explore how a teacher's perspective influences their
capability to implement Program Wide Positive Behavior Interventions and Supports (PBIS)
with fidelity. I am seeking your participation because your employer has identified you as a
classroom teacher who has undergone a Teaching Pyramid Observation Tool (TPOT)
observation. Furthermore, you are currently implementing Positive Behavioral Interventions and
Supports (PBIS) in your classroom.
I am inviting you allow us to obtain your previous TPOT observation scores, to complete
a self-reported Teacher Skills and Strategies Checklist, and a questionnaire. Your participation in
this research study is completely voluntary. You may decline, or leave blank any questions you
do not wish to answer. There are minimal risks to participation; however, it may prompt
psychological risks and self-reflection on past negative experiences. Your responses will remain
confidential and the questionnaire responses will be anonymous. Your name and any other
information that can directly identify you will be coded and stored separately from the data
collected as part of the project. Data from this research will be stored on a password-protected
drive, accessible only to the researchers. Your individual answers to the Teacher Skills and
Strategies Checklist and the questionnaire will remain confidential, will not be shared with your
administrators, and will not be disclosed to anyone else besides researchers involved in the study.
By signing this document, you are agreeing to be in this study. Make sure you understand
what the study is about before you sign. We will give you a copy of this document for your
records. We will keep a copy with the study records. If you have any questions about the study
after you sign this document, you can contact the study team using the information provided
above.
A separate email will be sent that will contain the links the Teacher Skills and Strategies
Checklist and questionnaire if you agree to participate in the study. It should take you
approximately forty-five minutes to an hour to complete both.
If you have any questions about this project, feel free to contact me at 724-815-9831, or
at mls1057@sru.edu.
Thank you for your attention in this important endeavor,
Madelyn Shuttleworth

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APPENDIX D: INFORMED CONSENT

College of Education
______________________________________________________________________________
CONSENT TO PARTICIPATE IN CASE STUDY
Preschool Teachers’ Perspectives on Implementing Positive Behavior Interventions
and Supports (PBIS) with Fidelity: A Case Study.
Madelyn Shuttleworth, mls1057@sru.edu, 724-815-9831
Invitation to be Part of a Case Study
You are invited to participate in a case study. In order to participate, you must be a current early
childhood teacher at your school, undergone a Teacher Pyramid Observation Tool (TPOT)
observation, and implementing Positive Behavior Interventions and Supports (PBIS) within your
classroom. Taking part in this case project is voluntary.

Important Information about the Case Study
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Things you should know:
The purpose of the study is to explore a teacher's perspective and experiences in the
implementation of Program Wide Positive Behavior Interventions and Supports (PBIS)
with fidelity. If you choose to participate, you are giving us permission to obtain your
TPOT scores and participate in interviews through a case study.
Risks or discomforts from this study are minimal, but may prompt psychological risks
and self-reflection on past negative experiences.
The study will lead to possible benefits of self-reflection of your own teaching practices
and experiences.
Taking part in this study project is voluntary. You do not have to participate and you can
stop at any time.

Please take time to read this entire form and ask questions before deciding whether to take part in
this research project.

What is the Study About and Why are We Doing it?
The purpose of the study is to explore teacher's perspective and experiences in the
implementation PWPBIS with fidelity. The study will investigate the professional development

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opportunities of PWPBIS and identify potential barriers hindering teaching staff from effectively
implementing PWPBIS within the early childhood setting.
What Will Happen if You Take Part in This Study?
If you agree to take part in this study, you are giving us permission to obtain your past TPOT
scores and participate in interviews. Your answers will remain confidential and will not be
shared with your administrators.
How Could You Benefit from This Study?
Although you will not directly benefit from being in this study, others might benefit because the
study could prompt a self-reflective process to analyze and consider their teaching practices. You
might benefit from being in this study because you might gain a deeper understanding of
Program-Wide Positive Behavior Interventions and Supports as you reflect on your own teaching
practices through your involvement in the study.

What Risks Might Result from Being in This Study?
You might experience some risks from being in this study. Discussing past experiences may
carry psychological risks or trigger the recall of negative memories.

How Will We Protect Your Information?
We intend to publish the results of this study as part of a dissertation. To protect your privacy,
we will not include information that could directly identify you. We will protect the
confidentiality of your research records by keeping all responses on a password protected drive.
Your name and any other information that can directly identify you will be coded and stored
separately from the data collected as part of the project.
What Will Happen to the Information We Collect About You After the Study is Over?
We will not keep your data to use for future research or other purposes. Your data will be
permanently deleted following the conclusion of the study. Your name and other information
that can directly identify you will be kept secure and stored separately from the research data
collected as part of the project.
What Other Choices do I Have if I Don’t Take Part in this Study?
If you choose not to participate, there are no other choices. You can simply choose not to
participate and the researchers will not contact you any further.

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Your Participation in this Research is Voluntary
It is totally up to you to decide to be part of the case study research. Participating in this study is
voluntary. Even if you decide to be part of the study now, you may change your mind and stop at
any time. You do not have to answer any questions you do not want to answer. If you decide to
withdraw before this study is completed, you can contact the researchers and we will remove
your information from the data collected.
Contact Information for the Study Team and Questions about the Research
If you have questions about this case study, you may contact Dr. Ashlea Rineer-Hershey,
principal investigator at a.rineer-hershey@sru.edu, or Madelyn Shuttleworth, coinvestigator, at mls1057@sru.edu or 724-815-9831.

Contact Information for Questions about Your Rights as a Case Study Participant
If you have questions about your rights as a case study participant, or wish to obtain information,
ask questions, or discuss any concerns about this study with someone other than the
researcher(s), please contact the following:
Institutional Review Board
Slippery Rock University
104 Maltby, Suite 302
Slippery Rock, PA 16057
Phone: (724)738-4846
Email: irb@sru.edu
Your Consent
Please select the boxes below to indicate your consent to the following (you can choose
to check all, some, or none of the boxes below:
Discuss the programs TPOT Data
Discuss your specific TPOT Data
Consent to multiple interviews (if needed)
By signing this document, you are agreeing to be in this study. Make sure you understand
what the study is about before you sign. We will give you a copy of this document for your
records. We will keep a copy with the study records. If you have any questions about the study
after you sign this document, you can contact the study team using the information provided
above.
I understand what the study is about and my questions so far have been answered. I
agree to take part in this study. I understand that I can withdraw at any time. A copy of this
signed Consent Form has been given to me.

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APPENDIX E: IRB APPROVAL