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ERIC Number: ED562832
Record Type: Non-Journal
Publication Date: 2015-May
Pages: 31
Abstractor: As Provided
Reference Count: 44
Perceived Enablers and Barriers Related to Sustainability of School-Wide Positive Behavioral Interventions and Supports
Pinkelman, Sarah; McIntosh, Kent; Raspica, Caitlin; Berg, Tricia; Strickland-Cohen, M. Kathleen
Grantee Submission, Behavioral Disorders v40 n3 p171-183 May 2015
The purpose of this study was to identify the most important perceived enablers and barriers regarding sustainability of School-wide Positive Behavioral Interventions and Supports (SWPBIS). School personnel representing 860 schools implementing or preparing to implement SWPBIS completed an open-ended survey of factors regarding its sustainability. Qualitative analyses were used to assess perceptions of the most important factors related to sustainability. Thematic analysis produced 13 themes regarding enablers and/or barriers. The most commonly cited enablers were Staff Buy-in, School Administrator Support, and Consistency. The most commonly cited barriers were Staff Buy-in, Resources: Time, and Resources: Money. Results are discussed in terms of enhancing durability of evidence-based practices in schools. [This article was published in "Behavioral Disorders," v40 n3 p171-183 May 2015 (EJ1072245).]
Publication Type: Reports - Research
Education Level: Elementary Education; High Schools; Secondary Education; Middle Schools; Junior High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A120278