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ERIC Number: EJ1155376
Record Type: Journal
Publication Date: 2017-Oct
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1098-3007
Comparability of Fidelity Measures for Assessing Tier 1 School-Wide Positive Behavioral Interventions and Supports
Mercer, Sterett H.; McIntosh, Kent; Hoselton, Robert
Journal of Positive Behavior Interventions, v19 n4 p195-204 Oct 2017
Several reliable and valid fidelity surveys are commonly used to assess Tier 1 implementation in School-Wide Positive Behavioral Interventions and Supports (SWPBIS); however, differences across surveys complicate consequential decisions regarding school implementation status when multiple measures are compared. To address this concern, the current study (a) provides updated convergent validity estimates for five fidelity measures, (b) tests mean differences in scores and reports the percentages of schools meeting recommended implementation criteria by measure, and (c) investigates sensitivity of the measures to differences between schools at varied levels of implementation. Across most surveys, convergent validity estimates were moderate (r = 0.59-0.71), and mean differences were negligible for all surveys other than the School-Wide Evaluation Tool (SET), on which higher scores were more likely to be obtained. Despite higher average scores, the SET classified similar percentages of schools as adequately implementing compared with other measures with a 70% implementation criterion, but fewer schools when compared with measures with an 80% criterion. Compared with other measures, the PBIS Self-Assessment Survey (SAS) was more sensitive to differences among schools at higher levels of implementation. Implications for SWPBIS research and fidelity assessment 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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Oregon
IES Funded: Yes
Grant or Contract Numbers: R324A120278