| The purpose of this qualitative single explanatory case study was to examine the perceptions of teachers, educational assistants, and school administrators about the Positive Actions Within Students (PAWS) behavioral management program implemented during the 2010/2011 academic school year at a rural elementary school in Arkansas. Research participants consisted of six classroom teachers, three activity teachers, one instructional assistant, and one administrator. One-on-one, face-to-face interviews with staff members helped to gain insight and understanding of staff members' perceptions related to the effectiveness or lack of effectiveness of the PAWS behavioral program methods for improving students' classroom behaviors. The data collection included examining handouts and student handbooks from 2010 to 2014 about the PAWS program. The data analysis process revealed that 63.63% of the participants reported that students' negative classroom behaviors have remained the same or worse after the implementation of the school-wide behavioral management program. However, 63.63% of participants reported the PAWS has improved classroom management practices. Three pertinent findings from the study revealed that 72.72% of participants recommended incorporating additional steps or interventions to individualize the program for specific students. Second, 45.45% of participants suggested extensive staff development and expanding staff involvement relating to the implementation of the program. Third, 63.63% of participants reported a concern about staff members implementing the PAWS program consistently. Educators should find the information helpful in developing school-wide behavioral management programs for improving students' misbehavior. |
