An Examination of Peer-led Professional Development in Positive Behavioral Interventions and Supports
Bibliographic record
Abstract
This study evaluated the peer-led professional development (PD) program at Lincoln Elementary School in Woodburn, Oregon. This qualitative study took place upon the return of staff and students during the COVID-19 pandemic. Through surveys and observations, the research determined perceived barriers of staff in continuing the use of and learning more about the Positive Behavioral Interventions and Supports (PBIS) framework. This study collected the participants’ attitudes and understandings after their time in peer-led and peer-designed PD in PBIS in the first quarter of the 2021-2022 school year. Participants of this study included staff of an elementary school including teachers, specialists, special education case managers, classified staff, and other licensed staff and me the researcher and principal of the school at the time of the study. Findings suggest understanding and learning of a PBIS framework implementation was considered critical and necessary by staff.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".