Award Date


Degree Type


Degree Name

Doctor of Philosophy (PhD)


Early Childhood, Multilingual, and Special Education

First Committee Member

Joseph Morgan

Second Committee Member

Tracy Spies

Third Committee Member

Heather Van Ness

Fourth Committee Member

Iesha Jackson

Number of Pages



Teacher perceptions of behaviors have a large impact on the quality of student-teacher relationships. Such relationships trickle down and affect academic and social-emotional-behavioral performance. With the wide prevalence of School-Wide Positive Behavioral and Intervention Support (SWPBIS), questions about why there is not a greater efficacy in improving relationships and related outcomes are being raised. While it is widely documented that teachers often have negative perceptions of children with Persistent Challenging Behaviors (PCBs), the origins of such perceptions are unknown. Additionally, the use of SWPBIS is also widely used (Sugai et al., 2008); however, knowledge of SWPBIS in such sufficiency as to confidently implement the intervention framework may not be present.The purpose of this study is to evaluate pre-service knowledge of SWPBIS, perceptions of PCBs, and perceptions of student-teacher relationships. This study examines the knowledge and attitudes of pre-service teachers in elementary education, special education, and early childhood education teacher preparation programs. The students surveyed are all currently participating in student-teacher, such as to give sufficient access to classroom environments and children with PCBs. While there is available research and literature on pre-service teacher attitudes of behaviors related to children with diagnosed disabilities, there is almost none on typical children with PCBs.


persistently challenging behaviors; Positive Behavioral Interventions and Supports; student-teacher relationships


Special Education and Teaching

File Format


File Size

2100 KB

Degree Grantor

University of Nevada, Las Vegas




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