Date of Award

Summer 7-22-2026

Document Type

Dissertation

Degree Name

Doctor of Education in Leadership Studies

Department

Educational Leadership

Committee Chair

Dr. Mac Duis

Committee Member

Dr. Lucinda Spaulding

Committee Member

Dr. Brian Wilson

Abstract

This explanatory qualitative case study explored how the Intervention Design Specialist (IDS) program functions as a Tier III behavioral intervention within the Multi-Tiered System of Supports (MTSS) framework in elementary schools in Francis County Public Schools. Grounded in Social Cognitive Theory, the study examined stakeholders’ perceptions of the program’s purpose, implementation, influence on students with intensive behavioral needs, impact on classroom and school climate, and the factors that supported or challenged successful implementation. Data were collected through semi-structured interviews, observations of classroom interventions and team meetings, and review of program records. Data were analyzed using an inductive, iterative coding process supported by analytic memoing, cross-source triangulation, and theory-informed interpretation.

Analysis resulted in five interconnected themes describing the IDS program as a structured, collaborative, and data-driven intervention that strengthened educator capacity, promoted individualized and relationship-centered behavioral support, positively influenced classroom environments and overall school climate, and required continued collaboration and organizational support to sustain behavioral change. Interpretation through Social Cognitive Theory demonstrated how reciprocal interactions among students, educators, and school environments, supported by adult modeling, self-efficacy, self-regulation, and reinforcement, explained the mechanisms through which behavioral change occurred. The findings suggest that effective Tier III behavioral intervention extends beyond supporting individual students by strengthening the people, practices, and organizational conditions that promote positive behavior throughout the school community. This study contributes to the limited body of research examining intensive Tier III behavioral interventions in elementary settings and provides practical implications for school leaders, educators, and school divisions seeking sustainable alternatives to exclusionary discipline.

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