Sustained Positive Behavioral Interventions and Supports Implementation: School Leaders Discuss Their Processes and Practices

Scaletta, Michael; Hughes, Marie Tejero

doi:10.1177/1098300720924350

Cited by 9 publications

(4 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These early childhood teachers suggested that the school dismissed younger students’ social-emotional difficulties and struggled to take an early approach to identifying children with behavioral issues. This finding is in line with other research showing that it is difficult for many U.S. elementary schools to move from a reactive approach to the proactive approach inherent in a social-emotional MTSS (Scaletta & Tejero Hughes, 2021).…”

Section: Discussionsupporting

confidence: 92%

Early Childhood Teachers’ Inclusion in Their Elementary School’s Social-Emotional Multitiered System of Supports: A Mixed Methods Study

Steed

Leech

Shapland

2022

Journal of Positive Behavior Interventions

View full text Add to dashboard Cite

In this mixed methods study, we used a state-wide survey to explore 936 preschool through second-grade teachers’ perceptions about inclusion in their elementary school’s social emotional multitiered system of supports (MTSS). Overall, early childhood teachers reported feeling included in their school’s social emotional MTSS. Results of a one-way between-subjects analysis of variance (ANOVA) indicated that preschool teachers working in elementary schools reported general agreement about being included, but not as strongly as kindergarten, first-, and second-grade teachers. Qualitative analyses of teachers’ open-ended responses revealed similar grade-level patterns. When early childhood teachers did not feel included, they described feeling separate from the rest of the school, using a different social emotional approach, or the school’s social emotional MTSS approach not being appropriate for their students. Inclusion in school-wide activities and implementation issues, such as consistency across teachers, an efficient behavioral MTSS process, and training opportunities, affected teachers’ feelings of inclusion in the social emotional MTSS.

show abstract

Section: Discussionsupporting

confidence: 92%

Early Childhood Teachers’ Inclusion in Their Elementary School’s Social-Emotional Multitiered System of Supports: A Mixed Methods Study

Steed

Leech

Shapland

2022

Journal of Positive Behavior Interventions

View full text Add to dashboard Cite

show abstract

“…It means that inclusive and participatory leadership in schools is very important to increase student participation and education. This is in line with the opinion of Scaletta and Tejero Hughes (2021), who states that leaders who are able to discuss decisions and invite the school community to implement them tend to make schools more effective. Discussions and deliberations, such as those held by the Principal of SMP Muhammadiyah 5 Kandangan, are important steps in ensuring that all parties are involved in the decision-making process, thereby making the school more effective.…”

Section: Discussionsupporting

confidence: 83%

School Leadership Transformation: Improving Teacher Performance through Strategic Decision-Making

Nisaul Fadhilah,

Muhammad Wildan Shohib,

Margatama

et al. 2024

TJKMP

View full text Add to dashboard Cite

This study explores the principal's decision-making practices at SMP Muhammadiyah 5 Kandangan, focusing on the stages of identification, development and decision selection. The findings show that through a structured process involving the participation of all relevant parties, school principals can make adaptive and responsive decisions to environmental changes. Theoretical implications highlight the importance of integrating school leadership theory with effective decision-making practices. This study offers valuable guidance for educational practitioners in developing results-oriented leadership strategies. As a result, this research shows the need for further research in developing new models for more effective principal decision-making and an emphasis on ethical aspects in decision-making. Thus, improving school principals' decision-making practices is expected to impact educational progress in junior high schools positively.

show abstract

“…Moreover, for universal EBPs like SWPBIS, it is common for educators to receive implementation support such as intensive training and coaching (e.g., Scaletta & Tejero Hughes, 2021). However, educators may be ambivalent or resistant to implementing new EBPs after receiving these implementation supports, resulting in suboptimal implementation and student outcomes (Zhang et al, 2022).…”

Section: Theory-informed Implementation Strategies To Enhance Educato...mentioning

confidence: 99%

Associations among educators’ beliefs, intervention fidelity, and student outcomes in school-wide positive behavior interventions, and supports: A school-level moderated mediation analysis.

Zhang,

Fallon,

Larson

et al. 2024

School Psychology

View full text Add to dashboard Cite

Existing literature has established the effectiveness of school-wide positive behavioral interventions and supports (SWPBIS) for improving school-level student behavioral and academic outcomes. Implementation of SWPBIS in uncontrolled settings is often suboptimal, leading to lackluster outcomes. Researchers have developed and validated several implementation strategies to improve individual-level implementation determinants (e.g., educators' supportive beliefs) to promote the successful delivery of universal programs (e.g., SWPBIS). However, empirical studies are needed to explore the mechanisms of change through which school-level educators' beliefs influence their delivery of SWPBIS. This school-level quasi-experimental study tested a mediational mechanism of change where changes in educators' beliefs work through their intervention fidelity of SWPBIS to influence student outcomes. We delivered the Supportive Belief Intervention (a school-wide implementation strategy used before training to promote educators' supportive beliefs about SWPBIS) and then Tier 1 SWPBIS training to 81 elementary schools serving diverse student populations. At the start of the academic year, school-level educators' beliefs were assessed before the Supportive Belief Intervention. At the end of the academic year, educators' beliefs, intervention fidelity, and rates of student reading proficiency and suspension were assessed. Conditional process analyses with nonparametric bootstrapping (mediational and first stage moderated mediational models) revealed that, at the school level, a larger increase in educators' supportive beliefs was associated with enhanced SWPBIS fidelity and better corollary student outcomes (increased reading proficiency and reduced suspension), while student socioeconomic status moderated the size of the mediation effect. Implications for research and practices about the implementation of SWPBIS and school context were discussed. Impact and ImplicationsEducators' supportive beliefs are associated with successful school-wide positive behavioral interventions and supports implementation. This school-level study elucidated the mechanism of change in a belieffocused implementation strategy (Supportive Belief Intervention), wherein the increase in school-wide educators' supportive beliefs about Tier 1 school-wide positive behavioral interventions and supports was associated with student behavioral and academic outcomes via enhanced intervention fidelity. Subgroup analysis suggested that the association between educators' beliefs and student outcomes was conditional on the proportions of students receiving free/reduced-priced lunch in schools.

show abstract

Sustained Positive Behavioral Interventions and Supports Implementation: School Leaders Discuss Their Processes and Practices

Cited by 9 publications

References 18 publications

Early Childhood Teachers’ Inclusion in Their Elementary School’s Social-Emotional Multitiered System of Supports: A Mixed Methods Study

Early Childhood Teachers’ Inclusion in Their Elementary School’s Social-Emotional Multitiered System of Supports: A Mixed Methods Study

School Leadership Transformation: Improving Teacher Performance through Strategic Decision-Making

Associations among educators’ beliefs, intervention fidelity, and student outcomes in school-wide positive behavior interventions, and supports: A school-level moderated mediation analysis.

Contact Info

Product

Resources

About