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ERIC Number: EJ1072245
Record Type: Journal
Publication Date: 2015-May
Pages: 13
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0198-7429
Perceived Enablers and Barriers Related to Sustainability of School-Wide Positive Behavioral Interventions and Supports
Pinkelman, Sarah E.; McIntosh, Kent; Rasplica, Caitlin K.; Berg, Tricia; Strickland-Cohen, M. Kathleen
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. School personnel representing 860 schools implementing or preparing to implement school-wide positive behavioral interventions and supports 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.
Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/publications/behavioraldisorders
Publication Type: Journal Articles; 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
IES Grant or Contract Numbers: R324- A120278