Establishing the literature base of SWPBIS research in schools with large populations of underrepresented students

McDaniel, Sara C.; Bruhn, Allison L.; George, Heather Peshak

doi:10.1080/1045988x.2020.1762158

Cited by 5 publications

(7 citation statements)

References 52 publications

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“…During their first year of implementation, the authors monitored implementation efforts and found schools reduced time spent in restrictive environments (i.e., in-school suspension, alternative school placement) and increased time in classroom instruction, yet fidelity data were not reported. McDaniel et al (2020) conducted a systematic review of the SWP-BIS literature base on underrepresented educational settings (e.g., schools serving majority non-White students and/or those from low-income backgrounds) and coded across 13 variables (e.g., geographic region, % race, % SPED, % ELL, underserved indicator). Criteria for inclusion did not imply rural locale yet shared many of the same variables that rural environments typically experience.…”

Section: School-wide Positive Behavioral Interventions and Supports (...mentioning

confidence: 99%

Exploring SWPBIS Implementation Outcomes in Rural and Urban Schools in Florida

Gage

Kern

George

et al. 2022

Rural Special Education Quarterly

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Rural schools experience unique challenges, including teacher quality and teacher retention, limited resources, and availability of funding. Furthermore, access to professional development and, subsequently, implementation of evidence-based practices may also be limited in rural settings. One evidence-based framework for implementing evidence-based practices, School-Wide Positive Behavioral Interventions and Supports (SWPBIS), has been widely implemented, including in rural and urban schools. Yet, very little research has explicitly compared rural and urban schools implementing SWPBIS with regard to implementation and discipline. Therefore, we examined statewide data to evaluate differences between rural and urban schools implementing SWPBIS in Florida. We found that both rural and urban schools were equally likely to implement all the components of SWPBIS. When comparing schools, we found that rural schools implementing SWPBIS had more out-of-school suspensions than nonimplementing rural schools, while the opposite was true for urban schools. Limitations and future research are discussed.

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Section: School-wide Positive Behavioral Interventions and Supports (...mentioning

confidence: 99%

Exploring SWPBIS Implementation Outcomes in Rural and Urban Schools in Florida

Gage

Kern

George

et al. 2022

Rural Special Education Quarterly

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“…The combination of these two findings suggests that across all tiers, especially Tiers 2 and 3, rural schools can benefit from implementation support. We have evidence from other studies that professional development and coaching are effective tools at supporting rural schools at Tiers 2 and 3 (McDaniel, Bruhn & George, 2020). This study offers additional evidence that there is a need for rural schools to receive those supports so that students being served by Tiers 2 and 3 services as well as special education can also benefit from the prevention-oriented approach that PBIS offers.…”

Section: Discussionmentioning

confidence: 74%

“…Only a few studies have demonstrated effective PBIS implementation in rural districts to reduce discipline incidents. For example, McDaniel et al (2020) conducted a systematic review of the PBIS literature-base on underrepresented schools (e.g., schools serving majority nonwhite students and/or those from low-income backgrounds) and coded across 13 variables. While criteria for inclusion included rurality, only four of the 46 eligible articles described rural setting.…”

Section: Rural Schools: a Unique Contextmentioning

confidence: 99%

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Examining Rural School Implementation of Positive Behavioral Supports Across Tiers

Chaparro

Kittelman

McDaniel

et al. 2022

Rural Special Education Quarterly

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Positive Behavioral Interventions and Supports (PBIS) is a prevention-oriented multitiered system of support. In this article, we discuss how PBIS implementation might be different for schools in rural settings. We used two subsamples of an extant data set of 11,561 schools in 44 U.S. states reporting on PBIS implementation fidelity during the 2018-19 school year. We examined PBIS implementation in rural and nonrural settings using a subsample of 6,631 schools during their first five years of PBIS implementation (2014-15 to 2018-19 school years). Further, we used a subsample of 2,266 schools to examine differences in implementation for rural schools, specifically ( n = 1,215) in their first five years of PBIS implementation (2014-15 to 2018-19) compared to rural schools ( n = 1,051) implementing six or more years (2000-01 to 2013-14). Rural schools differ from other school locales in the implementation of Tiers 2 and 3 systems during initial implementation. When examining the implementation in rural schools implementing PBIS for five or fewer years to those implementing for six years or more, those implementing longer had higher scores at Tiers 2 and 3. Practical implications across all three tiers, special education, and rural locales are presented.

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“…School-wide positive behavioral interventions and supports (SWPBIS) is an evidence-based framework designed to improve student social behavioral and academic outcomes (Horner & Sugai, 2015; McIntosh & Goodman, 2016). Several systematic literature reviews and meta-analyses have been published in recent years synthesizing the effects of SWPBIS on student behavior outcomes (office discipline referrals, rates of problem behaviors), academic outcomes (reading and math scores), and perceptions of school functioning (organizational health; Lee & Gage, 2020; McDaniel et al, 2020; Noltemeyer et al, 2019; Solomon et al, 2012).…”

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confidence: 99%

Optimal Timing for Launching Installation of Tiers 2 and 3 Systems of School-Wide Positive Behavioral Interventions and Supports

Kittelman

Mercer

Hoselton

2021

Journal of Positive Behavior Interventions

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The purpose of this longitudinal study was to examine patterns in implementation of Tier 2 and 3 school-wide positive behavioral interventions and supports (SWPBIS) systems to identify timings of installation that led to higher implementation of advanced tiers. Extant data from 776 schools in 27 states reporting on the first 3 years of Tier 2 implementation and 359 schools in 23 states reporting on the first year of Tier 3 implementation were analyzed. Using structural equation modeling, we found that higher Tier 1 implementation predicted subsequent Tier 2 and Tier 3 implementation. In addition, waiting 2 or 3 years after initial Tier 1 implementation to launch Tier 2 systems predicted higher initial Tier 2 implementation (compared with implementing the next year). Finally, we found that launching Tier 3 systems after Tier 2 systems, compared with launching both tiers simultaneously, predicted higher Tier 2 implementation in the second and third year, so long as Tier 3 systems were launched within 3 years of Tier 2 systems. These findings provide empirical guidance for when to launch Tier 2 and 3 systems; however, we emphasize that delays in launching advanced systems should not equate to delays in more intensive supports for students.

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Establishing the literature base of SWPBIS research in schools with large populations of underrepresented students

Cited by 5 publications

References 52 publications

Exploring SWPBIS Implementation Outcomes in Rural and Urban Schools in Florida

Exploring SWPBIS Implementation Outcomes in Rural and Urban Schools in Florida

Examining Rural School Implementation of Positive Behavioral Supports Across Tiers

Optimal Timing for Launching Installation of Tiers 2 and 3 Systems of School-Wide Positive Behavioral Interventions and Supports

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