Systems Change Leading to Better Integration of Services for Students with Special Needs

Schrag, Judy A.

doi:10.1080/02796015.1996.12085836

Cited by 8 publications

(1 citation statement)

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“…The operational definition of sustaining was established at a minimum of 3 years of implementation with the last 2 years demonstrating criterion levels of implementation fidelity. Three to 5 years of implementation has been widely accepted as a marker for sustained use of a program (Mihalic & Irwin, 2003;Rog et al, 2004;Schrag, 1996). To be included in the sample, schools needed to have implemented PBIS for at least 3 years.…”

Section: Sampl E a N D Partici Pa N T Selec T I O Nmentioning

confidence: 99%

The Sustainability of Schoolwide Positive Behavior Interventions and Supports

Coffey¹,

Horner²

2012

Exceptional Children

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A summary of the available literature on sustainability is provided and recommended sustainability features are applied to implementation of schoolwide positive behavior interventions and supports (SWPBIS). One hundred and seventeen schools from 6 states completed the sustainability survey, which determined the presence of 8 sustainability features as they related to sustaining schoolwide positive behavior supports. Results from a logistic regression analysis demonstrate that together the sustainability features of administrative support combined with communication and data-based decision making create the best-fitting model of sustainability for SWPBIS. The results suggest that an educational innovation is more likely to be implemented and sustained with fidelity if it (a) has support from an administrator who encourages communication about the core features of the innovation and (b) uses data to plan and make changes. Implications for large-scale, sustained implementation of evidence-based practices are provided.

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Section: Sampl E a N D Partici Pa N T Selec T I O Nmentioning

confidence: 99%