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ERIC Number: EJ1021419
Record Type: Journal
Publication Date: 2014-Jan
Pages: 13
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-1098-3007
Perceptions of Contextual Features Related to Implementation and Sustainability of School-Wide Positive Behavior Support
McIntosh, Kent; Predy, Larissa K.; Upreti, Gita; Hume, Amanda E.; Turri, Mary G.; Mathews, Susanna
Journal of Positive Behavior Interventions, v16 n1 p31-43 Jan 2014
The purpose of this study was to assess the perceived importance of specific contextual variables for initial implementation and sustainability of School-Wide Positive Behavior Support (SWPBS). A large, national sample of 257 school team members completed the "School-Wide Universal Behavior Sustainability Index: School Teams", a research-validated measure of variables influencing sustainability of schoolwide behavior interventions. Quantitative and qualitative analyses were used to assess perceptions of the most and least important variables for initial implementation and sustainability, as well as variables perceived as more important to sustainability than initial implementation. Across quantitative and qualitative analyses, results indicated that administrator support and school team functioning were rated as the most important features for both initial implementation and sustainability, whereas barriers to SWPBS were rated as relatively less important. Staff support, integration into typical practice, and parent involvement were rated as significantly more important to sustainability than initial implementation. These results were consistent across types of raters and schools. Implications for enhancing implementation and sustainability of SWPBS are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A