ERIC Number: EJ962065
Record Type: Journal
Publication Date: 2011
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0279-6015
EISSN: N/A
A Statewide Scale up of Positive Behavioral Interventions and Supports: A Description of the Development of Systems of Support and Analysis of Adoption and Implementation
Bradshaw, Catherine P.; Pas, Elise T.
School Psychology Review, v40 n4 p530-548 2011
This study describes the process by which a statewide support system was developed in Maryland to promote high-quality implementation of a school-wide prevention model called Positive Behavioral Interventions and Supports (PBIS). PBIS (Sugai & Horner, 2006) aims to prevent disruptive behavior problems and promote a positive school climate through the application of practices and systems consistent with the three-tiered public health prevention framework. We summarize the statewide scale-up process and examine school and district-level contextual factors that influenced the schools' training, adoption, and implementation quality of PBIS within the scale-up effort. Data come from 810 Maryland elementary schools, of which 316 were trained in PBIS. A series of multilevel analyses indicated that several school- and district-level factors were associated with both receipt of training and program adoption; however, only school-level factors were related to implementation quality. Findings are discussed within the context of statewide efforts to scale up evidence-based programs in schools. (Contains 3 tables.)
Descriptors: Evidence, Behavior Problems, Prevention, Public Health, Measures (Individuals), Intervention, Models, Educational Environment, Elementary Education, Program Effectiveness, Data Analysis, Training, Predictor Variables, School Psychology
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland
IES Funded: Yes
Grant or Contract Numbers: R324A07118; R305A090307; R324A110107