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

Abstract

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.

Validation of a Measure of District Systems Implementation of Positive Behavioral Interventions and Supports

“…The convergent validity analyses were completed using TFI scores from predominately elementary schools. Although it is common for the majority to be elementary schools, in part because there are more elementary schools in the United States than middle and high (Kittelman et al, 2022; McIntosh et al, 2018), the correlations between DSFI and TFI scores may be skewed toward district systems most supportive of PBIS implementation in elementary schools. For example, the Coaching subscale of the DSFI was significantly correlated only with Tier 1 and 2 implementation fidelity scores in this study; however, the majority of schools included in the study were elementary schools.…”

“…For example, using a sample of 860 schools, McIntosh et al (2018) found teams who collected, summarized, and shared data in Year 1 was predictive of higher Tier 1 implementation fidelity scores in Year 3. Finally, using a sample of 776 schools, Kittelman et al (2022) demonstrated schools with higher Tier 1 implementation fidelity scores the year before implementing Tiers 2 and 3 had higher implementation fidelity scores in the first year of Tier 2 and 3 implementation.…”

“…Much of what is known about factors facilitating implementation of PBIS systems (e.g., training, coaching, data collection and use) comes from longitudinal research examining the relation between-school (context) and practice (intervention specific) variables on PBIS implementation fidelity (Kittelman et al, 2022; Mathews et al, 2014; Nese et al, 2018; Schaper et al, 2016). For example, using a sample of 353 schools implementing Tier 1 for 1 to 4 years, Schaper et al (2016) found rural schools to be more likely to have higher Tier 1 implementation fidelity scores and larger schools and high schools to be more likely to have lower Tier 1 implementation fidelity scores at the beginning of the school year.…”

“…Perhaps more important for school improvement, longitudinal implementation studies have also identified practice variables predictive of PBIS implementation fidelity (Kittelman et al, 2022; Mathews et al, 2014; McIntosh et al, 2018). For example, using a sample of 860 schools, McIntosh et al (2018) found teams who collected, summarized, and shared data in Year 1 was predictive of higher Tier 1 implementation fidelity scores in Year 3.…”

What we wonder: an iterative exploration of teachers' perceptions of social-emotional learning

“…Given the myriad of student skills and outcomes related to SEL it is not surprising that schools have sought guidance on how to best support the social, emotional and academic development of students. One of the most widely implemented evidence-based frameworks is School-Wide Positive Behavior Interventions and Supports (SWPBIS) currently being implemented in over 27,000 US schools (Kittelman, Mercer, McIntosh, & Hoselton, 2021).…”