This study examined the relationships between implementation of a school‐wide approach to behavior, School‐wide Positive Behavior Support (SWPBS), and teacher self‐efficacy. Twenty‐two teachers from schools implementing SWPBS and 40 teachers from schools not implementing SWPBS completed a questionnaire measuring aspects of self‐efficacy. Differences in ratings of self‐efficacy were examined using multilevel modeling. Results showed that teachers at SWPBS schools reported significantly higher perceptions of teacher self‐efficacy when controlling for school‐level effects. Results are discussed in terms of implications for future research and practice. © 2011 Wiley Periodicals, Inc.

The purpose of this study was to explore interactions among reading skill, problem behavior, and gender across elementary school. A 6-year, longitudinal study (N = 473) was conducted to identify the relations among these variables and change in relations from kindergarten to Grade 5. Students’ reading skills and levels of problem behavior were examined. Mixed model analyses of variance indicated no differences in reading skill by gender, but a significant gender interaction for problem behavior. Correlations by grade level showed weak, negative correlations between reading and behavior for female students and statistically significant, negative correlations for male students. Results did not support the need to differentiate reading instruction by gender but suggest that multimethod assessment of problem behavior would be beneficial for all students.

Although there is much research on School-Wide Positive Behavioural Interventions and Supports (PBIS) in the United States, there is little such research in Canada. The purpose of the current study was to provide a case study example of the relation between implementing PBIS and student academic and behavioural outcomes, as well as student perceptions of the school environment. Data were collected in one school as it moved from partial to full implementation of PBIS. The results of the study indicated positive academic and behavioural outcomes for students, as well as increased perceptions of safety, understanding of school expectations, and decreased perceptions of bullying. The results of this study are discussed with implications regarding PBIS in Canada and the importance of fidelity of implementation of schoolbased interventions. Résumé Bien qu'il existe de nombreuses recherches sur l'école à l'échelle de soutien du comportement positif (SCP) aux Etats-Unis, il y a peu de ces recherches au Canada. L'objectif de cette étude est de fournir un exemple d'étude de cas qui démontre la relation entre la mise en oeuvre de SCP et les résultats scolaires et comportementaux

Research has shown principal support to be a critical variable for implementing and sustaining evidence-based practices. However, there remains little understanding of the factors that may influence a principal’s personal decision to support a practice. The purpose of the current study was to examine events that influenced principals’ support for a widely used approach to behavior in schools, school-wide positive behavioral interventions and supports (PBIS). In-depth interviews were conducted with 10 school administrators who self-reported that they were initially opposed to or not supportive of PBIS but became stronger supporters over time. Qualitative analysis using the Enhanced Critical Incident Technique revealed eight helping and three hindering categories of experiences in change in support, as well as two categories of early experiences that they reported might have built their support from the beginning. Implications for enhancing administrator support are provided.