School-Wide Universal Behavior Sustainability Index–School Teams

McIntosh, Kent; Doolittle, J. D.; Vincent, Chatramada; Horner, Robert H.; Ervin, Ruth A.

doi:10.1037/t07283-000

Cited by 12 publications

(17 citation statements)

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“…Of note, SWPBIS will have lasting effects only to the extent to which implementation is sustained over time. Kittelman and colleagues (2018) reported results from further validation of a measure of sustainability of evidence-based behavior support practices in schools, the School-Wide Universal Behavior Sustainability Inventory–School Teams (SUBSIST; McIntosh, Doolittle, Vincent, Horner, & Ervin, 2009). Results showed stability of the measure over 3 years, which provides researchers with confidence in future implementation science work.…”

Section: Sustainabilitymentioning

confidence: 99%

Advances in Measurement in School-Wide Positive Behavioral Interventions and Supports

McIntosh

Lane

2019

Remedial and Special Education

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In recent years, there has been an increased research focus on developing tools to support the design, installation, and evaluation of tiered systems of support. In this special issue, we focus on research validating freely available tools to (a) measure fidelity of implementation of school-wide positive behavioral interventions and supports (SWPBIS), (b) assess staff commitment to implement SWPBIS, (c) inform development of teaching matrices, (d) examine issues of sustainability, and (e) assess school climate.

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Section: Sustainabilitymentioning

confidence: 99%

Advances in Measurement in School-Wide Positive Behavioral Interventions and Supports

McIntosh

Lane

2019

Remedial and Special Education

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“…One practice-level variable identified in the literature is the use of data for decision making by intervention teams (Fixsen, Blase, Duda, Naoom, & Van Dyke, 2010; Johnson, Collins, Shamblen, Kenworthy, & Wandersman, 2017). Using a measure to assess factors critical to the sustainability of behavior practices in schools, the School-Wide Universal Behavior Sustainability Index: School Teams (SUBSIST; McIntosh, Doolittle, Vincent, Horner, & Ervin, 2009), McIntosh and colleagues (2013) found that teams who were able to collect, disaggregate, and share data with their staff were more likely to implement SWPBIS with adequate fidelity of implementation. These findings illustrate the importance of teams and how their use of data can enhance implementation of SWPBIS (McIntosh et al, 2013).…”

Section: Variables Related To Sustained Implementationmentioning

confidence: 99%

Factors Predicting Sustained Implementation of a Universal Behavior Support Framework

McIntosh

Mercer

Nese

et al. 2018

Educational Researcher

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In this 3-year prospective study, we tested the extent to which school-, practice-, and district-level variables predicted sustained implementation for schools in various stages of implementation of school-wide positive behavioral interventions and supports (SWPBIS) Tier 1 (universal) systems. Staff from 860 schools in 14 U.S. states completed a research-validated measure of factors associated with sustained implementation of school interventions during Year 1 of this study. Analyses included multigroup structural equation modeling of school and district implementation fidelity data. Results indicated that adequate implementation fidelity and better Team Use of Data for decision making in Study Year 1 were the strongest predictors of sustained implementation in Year 3. In addition, the number of other schools in the district adopting SWPBIS was a similarly strong predictor. A critical mass of schools implementing was also predictive, especially for schools earlier in implementation. School characteristics were not predictive, except for grade levels served, which was an inconsistent predictor by stage.

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“…McIntosh et al (2014) assessed school and district personnel's perceived importance of various contextual variables regarding the implementation and sustainability of SWPBIS using the School-Wide Universal Behavior Sustainability Index: Schools Teams (SUBSIST; McIntosh, Doolittle, Vincent, Horner, & Ervin, 2009). Qualitative analyses were used to assess perceptions of the most and least important variables for both initial implementation and sustainability of SWPBIS.…”

Section: Barriers To Implementation and Sustainabilitymentioning

confidence: 99%

Perceived Enablers and Barriers Related to Sustainability of School-Wide Positive Behavioral Interventions and Supports

Pinkelman

McIntosh²,

Rasplica³

et al. 2015

Behavioral Disorders

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The purpose of this study was to identify the most important perceived enablers and barriers regarding sustainability of school-wide positive behavioral interventions and supports. School personnel representing 860 schools implementing or preparing to implement school-wide positive behavioral interventions and supports completed an open-ended survey of factors regarding its sustainability. Qualitative analyses were used to assess perceptions of the most important factors related to sustainability. Thematic analysis produced 13 themes regarding enablers and/or barriers. The most commonly cited enablers were staff buy-in, school administrator support, and consistency. The most commonly cited barriers were staff buy-in, resources: time, and resources: money. Results are discussed in terms of enhancing durability of evidence-based practices in schools.

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School-Wide Universal Behavior Sustainability Index–School Teams

Cited by 12 publications

References 0 publications

Advances in Measurement in School-Wide Positive Behavioral Interventions and Supports

Advances in Measurement in School-Wide Positive Behavioral Interventions and Supports

Factors Predicting Sustained Implementation of a Universal Behavior Support Framework

Perceived Enablers and Barriers Related to Sustainability of School-Wide Positive Behavioral Interventions and Supports

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