Abstract
Despite the prevalence of research regarding positive behavioral interventions and supports (PBIS) for general education students, little investigation associates PBIS implementation with students with disabilities receiving inclusive education services. Equity and consistency pertaining to implementation of PBIS have been continuous concerns for educators in the classroom. The purpose of this study was to examine the perspectives of educators on implementation of all tiers of PBIS for students with disabilities receiving inclusive education services. A qualitative study was conducted to seek purposeful data through semi-structured interviews with four general educators, three special educators, and one paraeducator who have received training on PBIS. Through analyzing the responses from the participants, eight themes emerged regarding their experiences. The eight themes consisted of: (a) change in value system/teaching methods, (b) modeling behavior, (c) positive reinforcement, (d) individualization, (e) staff and student fulfillment, (f) close communication with stakeholders, (g) consistency and training, and (h) ongoing dilemmas.