An interpretative phenomenological analysis of the experiences of students requiring tertiary level behaviour support within inclusive high school settings

Abstract

This study investigated the experiences of two adolescent youth with significant emotional and behavioural challenges receiving a tertiary level of positive behavior intervention support (PBIS) within an inclusive secondary school setting. These perspectives were collected through semi-structured, open-ended interviews and analyzed using an interpretative phenomenological analysis (IPA) methodology. Research shows that providing individualized emotional and behavioural support promotes appropriate behavior development among students within a positive learning environment (Flannery, et al., 2014; Feuerborn, Wallace & Tyre, 2013). Students struggling with learning appropriate conduct may require a wrap-around system of intensive and individualized behavior supports in order to succeed in high school (Lane, et al., 2013). This study examined the effect of emotional and behavioural support through the Integrated Service Delivery (ISD) model Child and Youth (C&Y) Team as a tertiary level of PBIS care within NB education system’s inclusionary schools for students with such need. The study’s significance to the field of behavior support research and education includes the provision of student perspectives—largely missing from the literature—on the efficacy of implementing PBIS in an inclusive provincial high school.