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ERIC Number: ED553311
Record Type: Non-Journal
Publication Date: 2014-Jul
Pages: 30
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Critical Features Predicting Sustained Implementation of School-Wide Positive Behavior Support
Mathews, Susanna; McIntosh, Kent; Frank, Jennifer; May, Seth
Grantee Submission, Journal of Positive Behavior Interventions v16 n3 p168-178 Jul 2014
The current study explored the extent to which a common measure of perceived implementation of critical features of School-wide Positive Behavior Support (SWPBS) predicted fidelity of implementation 3 years later. Respondents included school personnel from 261 schools across the United States implementing SWPBS. School teams completed the "PBIS Self-Assessment Survey" to self-assess fidelity of implementation in different SWPBS settings (school-wide, non-classroom, classroom, individual). These scores were then analyzed to assess whether certain items predicted the fidelity of SWPBS implementation, as assessed through another fidelity of implementation measure, the "School-wide Benchmarks of Quality," 3 years later. Regression analyses indicated that self-reported fidelity of implementation of Classrooms Systems significantly predicted both sustained implementation and student outcomes, as assessed through levels of Office Discipline Referrals. Within Classroom Systems, regular acknowledgement of expected behaviors, matching instruction to student ability, and access to additional support were the strongest predictors of sustained implementation. Results are discussed in terms of critical areas for focusing SWPBS training to increase the likelihood of sustained implementation. [This paper was published in "Journal of Positive Behavior Interventions" (EJ1041152)."]
Publication Type: Reports - Research; Journal Articles
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A120278; H326S03002