The Sustainability of Schoolwide Positive Behavior Interventions and Supports

Abstract

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.

PB4L School-Wide: What Will Support the Sustainability of the Initiative?

“…Furthermore, the results confirmed that the identified components of sustainability (e.g., McIntosh et al 2011McIntosh et al , 2010McIntosh et al , 2013Coffey and Horner 2012;Sugai and Horner 2006) were important to the concept and were a valid way to examine the sustainability of PB4LSW. The contribution of each factor was considered important such that a full discussion of each is warranted.…”

“…Thus, sustainability research must consider the effectiveness of a practice based on empirical evidence linking the practice with desired outcomes, and the careful use of procedures for accurate implementation based on a realistic analysis of their practicality and applicability. From such research, conclusions can be made regarding the sustainability of the practice (Coffey and Horner 2012;McIntosh et al 2011;Vaughn et al 2000).…”

“…Continuous regeneration refers to ongoing adaptation of an initiative to improve its fit within the constantly changing school context (Coffey and Horner 2012;McIntosh et al 2013). McIntosh et al (2010) suggested that ''when there is a discrepancy between a practice and the school environment (e.g., student or staff culture), full implementation of the practice is threatened'' (p. 11).…”

“…Adaptation is based on relevant data collected within the school and supported by regular capacity building opportunities for staff. Nevertheless, the essential components of the initiative need to be maintained during adaptation to avoid the risk that the initiative will become less effective (Coffey and Horner 2012;McIntosh et al 2010McIntosh et al , 2009). …”

School-wide PBIS: An Example of Applied Behavior Analysis Implemented at a Scale of Social Importance

“…In schools, this means (a) establishing engaged leadership teams, (b) delivering training and support to teams of individuals, (c) providing the resources and time to allow teams to receive training, apply skills/practices learned in training, and (d) adapting procedures in response to data, local cultural, and organizational variables. Schools implementing these practices are more likely to implement PBIS with high fidelity and sustain PBIS with valued student outcomes (Coffey & Horner 2012;McIntosh et al 2010). 3.…”