Critical Features Predicting Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports

Mathews, Susanna; McIntosh, Kent; Frank, Jennifer; May, Seth L.

doi:10.1177/1098300713484065

Cited by 60 publications

(48 citation statements)

References 40 publications

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“…The results are also somewhat surprising, given the emphasis of previous research on school-level factors such as administrator support and staff commitment. These findings seem to align with research indicating that district coaching and capacity building play a key role in sustainability after initial implementation (Mathews et al, 2014;McIntosh et al, 2013); however, they also indicate the need for more implementation science research at the district and state levels to assess their relative importance beyond 5 years of implementation.…”

Section: Varying Importance Of Support By Levelsupporting

confidence: 84%

Predictors of Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports

McIntosh

Mercer

Nese

et al. 2016

Journal of Positive Behavior Interventions

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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.

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Section: Varying Importance Of Support By Levelsupporting

confidence: 84%

Predictors of Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports

McIntosh

Mercer

Nese

et al. 2016

Journal of Positive Behavior Interventions

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“…This finding is consistent with some previous SWPBIS research in which, in general, the amount of coaching is related to sustained implementation, but not when other factors are considered (Bradshaw & Pas, 2011;Mathews, et al, 2014). One interpretation is that coaching is only a strong predictor when it is effective (e.g., related to improved implementation quality by the team), but not when it does not improve practices.…”

Section: Discussionsupporting

confidence: 91%

Variables Associated With Enhanced Sustainability of School-Wide Positive Behavioral Interventions and Supports

McIntosh

Kim

Mercer

et al. 2014

Assessment for Effective Intervention

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Practice sustainability is important to ensure that students have continued access to evidence-based practices. In this study, respondents from a national sample of 860 schools at varying stages of implementing School-Wide Positive Behavioral Interventions and Supports (SWPBIS) were administered a research-validated measure of factors predicting sustained implementation of school-based practices. School demographic characteristics and specific school team actions were assessed to indicate which variables were most strongly associated with four empirically-derived sustainability factors. Findings showed that, in general, school demographic characteristics were not significantly related to sustainability. School team actions, especially the frequency of sharing data with the whole school staff, were statistically significantly related to sustainability. Implications for enhancing sustainability of school-based practices are discussed.Keywords social skills, applied behavior analysis, emotional/behavioral disorders, positive behavior support, positive behavioral interventions and supports, sustainability at CMU Libraries -library.cmich.edu on October 9, 2015 aei.sagepub.com Downloaded from

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“…SWPBIS framework implementation, like most schoolwide systematic or programmatic initiatives, requires a shared leadership approach tapping into teachers’ leadership capabilities to utilize school data to make decisions (Mathews et al, 2014). Leadership teams discussed their work related to the SWPBIS framework as being shared and ultimately teacher-driven toward a developed vision.…”

Section: Discussionmentioning

confidence: 99%

Sustained Positive Behavioral Interventions and Supports Implementation: School Leaders Discuss Their Processes and Practices

Scaletta

Hughes

2020

Journal of Positive Behavior Interventions

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The purpose of the study was to investigate the leadership practices that elementary school administrators and leadership teams utilize to promote effective, successful, and sustainable schoolwide positive behavioral interventions and supports (SWPBIS). The study focused on the practices, processes, and challenges that administrators and school leaders indicated led to the successful implementation of the SWPBIS framework. Twenty-four school leaders (six administrators; 18 leadership team members) from five elementary schools with platinum recognition for their high-quality SWPBIS implementation participated. School administrators participated in an in-person interview, and leadership team members participated in focus group interviews. Results revealed that successful SWPBIS framework implementation was promoted by establishing a distributed leadership approach that leveraged teachers as leaders while shaping their buildings’ systems of practices and processes, providing training and professional development to staff, establishing buy-in by stakeholders, and engaging stakeholders in their PBIS efforts.

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Critical Features Predicting Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports

Cited by 60 publications

References 40 publications

Predictors of Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports

Predictors of Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports

Variables Associated With Enhanced Sustainability of School-Wide Positive Behavioral Interventions and Supports

Sustained Positive Behavioral Interventions and Supports Implementation: School Leaders Discuss Their Processes and Practices

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