Factors predicting sustainability of the schoolwide positive behavior intervention support model

Teacher Preparedness in the use of Co‐teaching in Inclusive Classrooms

“…Although these studies were not primarily focused on co‐teaching, one can surmise that since the teachers were not prepared to work in inclusive settings, they may potentially be underprepared in practices (i.e., co‐teaching) that are used in inclusive settings. This is a cause for concern, mainly because teacher preparedness is identified as one of the essential factors required for the success of co‐teaching and other school‐based practices (Chitiyo & May, ; Cook & Friend, ). Teacher preparedness in co‐teaching may manifest in a number of ways i.e.…”

The Evaluation of School Administrators' Views on the Need for Professional Development of Teachers regarding the Use of Technology in Physics Classes

“…School administrators, who are required to lead technology in the learning environment, are expected to play an important role in the acknowledgement, adoption and maintenance of innovations to be used in education (Elliott & Mihalic, 2004). It is thought that school administrators could pursue the school-wide Positive Behavior Support [SWPBIS(School-Wide Positive Behavior Support)] Model (Chitiyo & May, 2018) through the integration of technology into education if they fulfill these roles. In the study, which examined the factors affecting the sustainability of SWPBIS, school administrator support was identified as an important factor.…”

“…In the study, which examined the factors affecting the sustainability of SWPBIS, school administrator support was identified as an important factor. (Chitiyo & May, 2018, Cited in: Pinkelman, McIntosh, Rasplica, Berg & Strickland-Cohen, 2005.School administrators are seen as the most critical people to take responsibility for the acquiring of computers and other related technologies and the effective use of these technologies at their schools. Some of the tasks to be undertaken are the acquiring of technology, the establishment of computer laboratories, the organization of educational activities for teachers in the field of new technologies, the recruitment of teachers already experienced in the field of current technology and the effective use of technology in school administration (Turan, 2002).…”

The relationship between school personnel's confidence with using the school‐wide positive behaviour intervention support model and its sustainability

“…The three tiers are: the primary, secondary and tertiary tier (refer to Sugai, Horner, Dunlap et al, as well as Lane, Robertson and Graham‐Bailey, ) for a detailed description of these tiers. Collectively, these three tiers make a comprehensive proactive system with the capacity to transform school environments from being sometimes aversive to positive learning environments for all students (Chitiyo and May, ). Evidence demonstrating the efficacy of SWPBIS is mounting.…”

“…Chitiyo and May () examined the sustainability of SWPBIS from a diffusion of innovation theoretical perspective. Specifically, they sought to determine the specific attributes of SWPBIS (i.e., relative advantage, observability, compatibility, complexity and trialability) that predict its sustainability (refer to Chitiyo and May, ) for a detailed description of these attributes. Results of the study revealed that the relative advantage and observability of SWPBIS predict its sustainability.…”