특수학교 차원의 긍정적 행동지원 단계별 중요도 및 수행도에 대한 특수교사의 인식 = Perceptions of Special Education Teachers on the Importance and Performance of Each Tier of School-Wide Positive Behavioral Interventions and Supports in Special Schools

다국어 초록 (Multilingual Abstract)

This study explored special education teachers’ perceptions of the importance and implementation levels of key components across the three tiers of School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) in special schools, aiming to identify areas of need based on gaps between the two. A total of 123 teachers from special schools in Daegu and Gyeongsangbuk-do, South Korea, completed an online survey. The Self-Assessment Survey (SAS), developed by the U.S. PBIS Center, assessed 49 items spanning Tier 1 universal supports (school-wide and classroom systems), Tier 2 targeted group interventions, and Tier 3 individualized supports. Each item was rated for its perceived importance (Required Customer Level, RCL) and current implementation (Perceived Customer Level, PCL). Analyses included t-tests, Borich needs assessment, and The Locus for Focus (TLfF) model.
Results showed that while teachers rated all tiers as important, actual implementation (PCL) lagged behind importance (RCL), especially in Tier 2 and Tier 3. High-need areas included professional development, reinforcement systems, and behavior definitions. The TLfF model highlighted these as critical items with both high importance and low performance.
The findings underscore the need for balanced implementation across tiers, supported by systematic training and data-based feedback, and offer practical guidance for strengthening multi-tiered behavioral supports in special education contexts.