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ERIC Number: EJ1113868
Record Type: Journal
Publication Date: 2016-Oct
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1098-3007
Predictors of Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports
McIntosh, Kent; Mercer, Sterett H.; Nese, Rhonda N. T.; Strickland-Cohen, M. Kathleen; Hoselton, Robert
Journal of Positive Behavior Interventions, v18 n4 p209-218 Oct 2016
In this analysis of extant data from 3,011 schools implementing school-wide positive behavioral interventions and supports (SWPBIS) across multiple years, we assessed the predictive power of various school characteristics and speed of initial implementation on sustained fidelity of implementation of SWPBIS at 1, 3, and 5 years. In addition, we partitioned variance in whether schools sustained SWPBIS at the school, district, and state levels. Results showed that the largest differences in fidelity were at the state level. In addition, school characteristics (particularly grade levels served) and speed of initial implementation were significant but small predictors of sustained implementation. Results are discussed in terms of effective supports at the state and district levels, as well as addressing types of schools at greater risk of abandonment, such as high schools.
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:; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A120278