Critical Features Predicting Sustained Implementation of School-Wide Positive Behavior Support

Autor/inn/en	Mathews, Susanna; McIntosh, Kent; Frank, Jennifer; May, Seth
Titel	Critical Features Predicting Sustained Implementation of School-Wide Positive Behavior Support
Quelle	16 (2014) 3, S.168-178 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/1098300713484065
Schlagwörter	Positive Reinforcement; Behavior Modification; Teaching Methods; Program Implementation; Fidelity; School Personnel; Regression (Statistics); Referral; Sustainability; Intervention; Predictor Variables; Measures (Individuals); Program Effectiveness; Self Evaluation (Individuals); Multiple Regression Analysis; Academic Ability; Instruction; Elementary Schools; Middle Schools; High Schools + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Teaching method; Lehrmethode; Unterrichtsmethode; Schulpersonal; Regression; Regressionsanalyse; Nachhaltigkeit; Prädiktor; Messdaten; Teaching process; Unterrichtsprozess; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule
Abstract	The current study explored the extent to which a common measure of perceived implementation of critical features of School-wide Positive Behavior Support (SWPBS) predicted fidelity of implementation 3 years later. Respondents included school personnel from 261 schools across the United States implementing SWPBS. School teams completed the "PBIS Self-Assessment Survey" to self-assess fidelity of implementation in different SWPBS settings (school-wide, non-classroom, classroom, individual). These scores were then analyzed to assess whether certain items predicted the fidelity of SWPBS implementation, as assessed through another fidelity of implementation measure, the "School-wide Benchmarks of Quality," 3 years later. Regression analyses indicated that self-reported fidelity of implementation of Classrooms Systems significantly predicted both sustained implementation and student outcomes, as assessed through levels of Office Discipline Referrals. Within Classroom Systems, regular acknowledgement of expected behaviors, matching instruction to student ability, and access to additional support were the strongest predictors of sustained implementation. Results are discussed in terms of critical areas for focusing SWPBS training to increase the likelihood of sustained implementation. [This paper was published in "Journal of Positive Behavior Interventions" (EJ1041152)."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01