Implementing Schoolwide Positive Behavior Support in High School Settings: Analysis of Eight High Schools

Abstract

Schoolwide positive behavior support (SWPBS) is a systems-level intervention designed to prevent the occurrence of problem behavior and increase social competence. A growing body of research documents that SWPBS reduces problem behavior and improves academics (e.g., McIntosh, Chard, Boland, & Horner, 2006), yet documentation of the feasibility of implementing SWPBS in high school settings is lacking. The current study examines implementation of universal SWPBS components in eight high schools serving over 15,525 students across a three-year period. Our findings were that improvements in implementation were evident between baseline and the end of year one, yet the implementation of SWPBS practices took a minimum of two years to achieve statistically significant and meaningful changes. These results suggest that unique aspects of the high school context may present specific implementation challenges.

Within-year fidelity growth of SWPBIS during installation and initial implementation.

“…During the first year of implementation, schools completed approximately half of one program task per month, and during the second year of implementation, schools completed approximately one full implementation task. This result aligns with previous work on SWPBIS implementation in high schools that showed that significant advances in implementation outcomes were not realized until after the second year of implementation (Flannery, Frank, Kato, Doren, & Fenning, 2013). …”

How Positive Behavioral Supports and Social-Emotional Curriculum Impact Student Learning

“…Positive Behavior Interventions and Supports (PBIS) is an evidence-based practices and organizational systems disciplinary approach that encourages and rewards positive behavior to shape student behavior (U.S. Department of Education, 2014) and increase social competence eISSN: 2301-2218 responsibility of the Editors 2792 (Flannery, Frank, Kato, Doren, & Fenning, 2013;Horner et al, 2009). The goal of PBIS is to establish social culture and behavioral modifications and supports necessary to improve social and academic behavior and success of all students (Flannery et al, 2013). School-wide PBIS implementation establishes predictable, efficient, safe, and effective school climates for students (Flannery et al, 2014).…”

“…According to Flannery et al (2013), school wide PBIS implementation is not a "packaged program but...a structured framework that a school team uses to guide the adoption of practices" (p. 268), consisting of three tiers of behavioral supports. Tier 1 includes universal supports for all students and staff across academic settings designed to support 80% of all students successfully.…”

“…Tier 2 supports are targeted, small group supports that address needs within subgroups of students needing additional interventions beyond Tier I. It accounts for nearly 15% of a school's FTE (Flannery et al, 2013;Freeman et al, 2016). Targeted supports can include social skills improvement, behavior management, attendance, dropout prevention, or study skills.…”

“…Tier 3 behavioral interventions are the most time-intensive, inclusive of individualized supports as needed, and accounts for the top 5% of students with significant behavioral problems not efficiently addressed through Tier 1 and 2 interventions. Tier 3 interventions can include personalized behavior plans or wraparound supports to reduce or eliminate adverse student behavior (Flannery et al, 2013;Freeman et al, 2016).…”