Primary-Tier Interventions and Supports

George, Heather Peshak; Kincaid, Don; Pollard-Sage, Jenna

doi:10.1007/978-0-387-09632-2_16

Cited by 30 publications

(22 citation statements)

References 13 publications

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“…1 University of South Florida, Tampa, USA 2 University of Florida, Gainesville, USA systems that support evidence-based practices (George, Kincaid, & Pollard-Sage, 2009;www.pbis.org).…”

Section: Research-article2015mentioning

confidence: 99%

The Relationship Between School-Wide Implementation of Positive Behavior Intervention and Supports and Student Discipline Outcomes

Childs

Kincaid

George

et al. 2015

Journal of Positive Behavior Interventions

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School-Wide Positive Behavior Interventions and Supports (SWPBIS) is a systems approach to supporting the social and emotional needs of all children utilized by more than 21,000 schools across the nation. Data from numerous studies and state projects' evaluation reports point to the impact of SWPBIS on student outcomes (office discipline referrals [ODRs], in-school suspensions [ISSs], out-of-school suspensions [OSSs]) and the possible relationship between implementation fidelity and those student outcomes. With data from 1,122 Florida schools, this study used a longitudinal design to examine the associations between the total score and 10 subscale scores on the Benchmarks of Quality (BoQ), a validated SWPBIS implementation fidelity measure, and school-level behavioral outcomes: ODRs, ISSs, and OSSs. Results of these analyses found a decreasing trend across all three behavioral outcomes, and schools having higher BoQ total scores realized lower ODRs and had corresponding fewer ISSs and OSSs. Of the 10 subscales, the Classroom was negatively and significantly associated with ODRs and OSSs, whereas the BoQ Data Entry Plan was positively and significantly associated with ODRs at initial status and across time after controlling for school-level characteristics (e.g., size, number of years of implementation). The implications of the findings for SWPBIS assessment and intervention in the classroom are discussed.

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“…1 University of South Florida, Tampa, USA 2 University of Florida, Gainesville, USA systems that support evidence-based practices (George, Kincaid, & Pollard-Sage, 2009;www.pbis.org).…”

Section: Research-article2015mentioning

confidence: 99%

The Relationship Between School-Wide Implementation of Positive Behavior Intervention and Supports and Student Discipline Outcomes

Childs

Kincaid

George

et al. 2015

Journal of Positive Behavior Interventions

Self Cite

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“…At the primary level of prevention in SWPBS, support is provided for all students in all settings. These include teaching a set of appropriate behaviors, reinforcing appropriate behaviors, and having clearly deÞned and predictable consequences for problem behaviors (George, Kincaid, & Pollard-Sage, 2009). At the secondary level, efÞcient and effective interventions are provided for at-risk students who do not respond to primary prevention support (Hawken, Adolphson, MacLeod, & Schumann, 2009).…”

Section: Origins and Conceptual Foundationsmentioning

confidence: 99%

Principles of sustainable prevention: Designing scale‐up of School‐wide Positive Behavior Support to promote durable systems

McIntosh¹,

Filter²,

Bennett³

et al. 2009

Psychology in the Schools

121

106

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In this article, we provide an overview of School‐wide Positive Behavior Support (SWPBS), an approach to building protective school cultures and preventing the development of problem behavior through instruction, environmental redesign, and attention to systems‐level variables. We define the critical features of SWPBS within a prevention science lens, including identification of its conceptual foundations, proximal mediators of student outcomes, and current research base and goals. Given its evidence of effectiveness, we describe efforts and a research agenda in the area of sustainability of SWPBS, including a description of a proposed model of sustainability and a case study of statewide implementation with steps taken to promote sustained implementation. © 2009 Wiley Periodicals, Inc.

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“…In other words, systems coaching involves collaborating with school and district leaders to facilitate an educational environment that improves student outcomes. Systems coaches focus on issues such as establishing rules, routines, and procedures that promote implementation; organizing resources to support implementation; using data to evaluate fidelity and related outcomes; facilitating data-based planning and problem solving, and providing training and technical assistance (Brown et al, 2005;Forman & Crystal, 2015;George, Kincaid, & Pollard-Sage, 2009;Killion & Harrison, 2006;March & Gaunt, 2013;Neufeld & Roper, 2003;Sims, March, Barrett, & Knotek, 2015). In addition, systems coaches must be responsive to the culture, context, and climate at their sites and to the specific initiative they are supporting necessitating that their responsibilities differ across sites (Kowal & Steiner, 2007;Sims et al, 2015;Sugai & Horner, 2006).…”

Section: Systems Coaching and Rti Implementationmentioning

confidence: 97%

Relationship Between Systems Coaching and Problem-Solving Implementation Fidelity in a Response-to-Intervention Model

March

Castillo

Batsche

et al. 2016

Journal of Applied School Psychology

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Primary-Tier Interventions and Supports

Cited by 30 publications

References 13 publications

The Relationship Between School-Wide Implementation of Positive Behavior Intervention and Supports and Student Discipline Outcomes

The Relationship Between School-Wide Implementation of Positive Behavior Intervention and Supports and Student Discipline Outcomes

Principles of sustainable prevention: Designing scale‐up of School‐wide Positive Behavior Support to promote durable systems

Relationship Between Systems Coaching and Problem-Solving Implementation Fidelity in a Response-to-Intervention Model

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