NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1203778
Record Type: Journal
Publication Date: 2019-Feb
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0741-9325
Factor Validation of the Staff Perceptions of Behavior and Discipline (SPBD) Survey
Feuerborn, Laura L.; Tyre, Ashli D.; Zecevic, Mladen
Remedial and Special Education, v40 n1 p32-39 Feb 2019
The implementation of schoolwide positive behavior interventions and supports (SWPBIS) requires a shift from a reliance on reactionary discipline to prevention-oriented supports, and it requires that staff adopt and regularly apply the practices throughout the building. This level of systemic change in staff thinking and practice is challenging to achieve and sustain, but data can assist teams in navigating the process. The "Staff Perceptions of Behavior and Discipline" (SPBD) is a needs assessment survey developed to measure staff beliefs, needs, and concerns for discipline and behavioral support practices. This tool can help teams make data-informed decisions, and target professional development to fit the needs and concerns of staff in their building. This study reexamines the internal consistency and factor structure of the SPBD using an expanded data set of 147 schools, including elementary, middle, and high schools across several geographic regions in the United States. The results corroborate the SPBD's existing factor structure over alternative factor structures and support the internal consistency of each subscale. Implications for practice and future research are provided.
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: Middle Schools; Secondary Education; Junior High Schools; High Schools; Elementary Education; Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington