The relationship between school personnel's confidence with using the school‐wide positive behaviour intervention support model and its sustainability

Abstract

Evidence demonstrating the effectiveness of the School‐wide Positive Behaviour Intervention Support model (SWPBIS) in managing problem behaviour among school students has been widely disseminated. As a result, the SWPBIS model is now widely implemented in schools across the US. Despite its widespread implementation and evidence demonstrating its efficacy, little is known about its sustainability. The scarcity of research studies examining the factors that influence the sustainability of SWPBIS provides a strong rationale for this study. The purpose of this study was to explore the relationship between school personnel's confidence with using SWPBIS and its sustainability. Participants were 104 school personnel employed in schools that implement SWPBIS in a southern region of Illinois. Regression analyses revealed that there is a significant relationship between personnel's confidence with using the model and its sustainability. The results led to important implications for practitioners involved in the implementation of SWPBIS and directions for future research are provided.

Teachers’ Perspectives and Knowledge of Students With Complex Support Needs and Practices Associated With SWPBIS

“…To accomplish this, all educators must have knowledge of SWPBIS practices and activities and of students with CSN. Our findings reflect that schools implementing SWPBIS are more likely to consist of educators who believe they are more knowledgeable about meeting the behavioral needs of students with CSN than educators in schools not implementing SWPBIS (Chitiyo et al, 2019; Fox et al, 2022). Given that SWPBIS is implemented in all settings, yet students with CSN are routinely physically and programmatically separated from general education, our finding that students have more access to SWPBIS practices when taught in SWPBIS schools is encouraging.…”

“…Furthermore, being able to implement SWPBIS with fidelity may improve student outcomes (Bastable et al, 2020) and improve overall school climate (Ellis et al, 2022). When teachers improve confidence in their ability to use a framework like SWPBIS, there is an enhancement in teacher ability to manage or support student behavior in a sustained manner (Chitiyo et al, 2019; Fox et al, 2022), and, when teachers perceive their school as having a positive climate, they are more likely to report a framework like SWPBIS to be feasible (Corbin et al, 2022). In fact, studies have found teachers perceive the SWPBIS framework to be beneficial to their schools (Chitiyo & May, 2018; McDaniel et al, 2021), that its implementation improves school climate (Charlton et al, 2021; Mitchell et al, 2018), and reduces teacher burnout (Ross et al, 2012).…”

School teachers' knowledge and perceptions of inclusive education in Fiji

“…These findings support the need for regular in‐service training for teachers in inclusive education. In‐service training for teachers has been consistently identified as a strong predictor of the adoption, implementation and sustainability of different inclusive practices, and teacher confidence (Chitiyo et al, 2019; Murphy et al, 2007; Panscofar & Petroff, 2013).…”

Translating School Faculty Experiences Using PBIS into Recommendations for Practice

“…It is uniquely important to examine the perceptions of special education teachers and school psychologists as they relate to PBIS implementation. Research has suggested that special education teachers may be more confident in their PBIS usage compared to other school staff, which in turn relates to greater sustainability of PBIS implementation in their school [25]. This finding acknowledges special education teachers as a particularly valuable resource within the overall success of PBIS models in school and makes the provision of resources and support to them a high priority for administrators.…”