NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1166711
Record Type: Journal
Publication Date: 2016-Dec
Pages: 33
Abstractor: As Provided
ISSN: ISSN-0196-5042
The Pennsylvania Positive Behavior Support Network: Describing Our Scale-Up
Runge, Timothy J.; Longwill, Douglas A.; Staszkiewicz, Mark J.; Palmiero, James; Lawson, Tina M.
Educational Research Quarterly, v40 n2 p3-35 Dec 2016
Pennsylvania began scaling up high-fidelity implementation of SchoolWide Positive Behavioral Interventions and Supports (SWPBIS) in 2006-2007 due to converging regulatory, legal, ethical, and practical influences. The Pennsylvania Community of Practice on School-Based Behavioral Health adopted Algozzine et al.'s (2010) blueprint to describe and evaluate the large-scale adoption of SWPBIS. That document provides the structure for assessing the context, content, fidelity, impact, and replication of installation efforts. Particular focus of the current review is on context, content, and fidelity of scale-up efforts. Over 600 schools have received training on SWPBIS since 2007, with fidelity of implementation confirmed in approximately 200 of those schools. Sources of support for the expansion of SWPBIS include federal and state grants, resources from regional and state-level allied youth and family-serving agencies, and local contributions. Training and technical assistance is provided by a cadre of certified facilitators who utilize standard training protocols. A statewide conference dedicated to Positive Behavioral Interventions and Supports has grown in course offerings and attendance while maintaining high attendee satisfaction. Future directions in Pennsylvania include expanding SWPBIS to more schools, authentically engaging youth and families, including culturally-sensitive training and practices into SWPBIS training and implementation, improving the quality of annual program evaluations, and helping schools install advanced tiers of support.
Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Grant or Contract Numbers: N/A