Examining the Changing Role of the District PBIS Coordinator throughout the Stages of Implementation: A Quantitative Study

Autor/in	Amaya, Alice J.
Titel	Examining the Changing Role of the District PBIS Coordinator throughout the Stages of Implementation: A Quantitative Study
Quelle	(2023), (160 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northwest Nazarene University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-1769-7
Schlagwörter	Hochschulschrift; Dissertation; School Districts; Coordinators; Positive Behavior Supports; Program Implementation; Role; Time on Task; Professional Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School district; Schulbezirk; Koordinator; Rollen; Zeitaufwand
Abstract	District systems supporting the school-level implementation of Positive Behavioral Interventions and Supports (PBIS), a multi-tiered framework organizing the delivery of a continuum of evidence-based practices promoting positive student social, emotional, and behavioral outcomes, are critical to its success. While literature recognizes the district PBIS coordinator's role as a contributing factor to the successful implementation of PBIS in schools, there is little clarity regarding how district PBIS coordinators operationalize their role throughout the distinct implementation stages. The purpose of this quantitative study was to clarify the role of the district PBIS coordinator by examining the amount of time district PBIS coordinators spend on common functions of their role across the distinct stages of the implementation process in the context of the leadership, organization, and competency mechanisms known to drive successful implementation. The findings from descriptive and inferential measures, including the Kruskal-Wallis omnibus H-test, revealed that various functions of the district PBIS coordinator role change across the implementation stages. Descriptively, district PBIS coordinators spend more time on various leadership functions when first installing the initiative in a district compared to subsequent implementation stages. District PBIS coordinators also spend significantly different amounts of time on various competency functions of their role related to the evaluation and continuous improvement of training and coaching systems across the implementation stages, with the amount of time spent increasing as district implementation matures. This study's findings inform professional development planning at the local and state levels, technical assistance offerings, and personnel decision-making related to the district PBIS coordinator role. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01