Perceptions of Contextual Features Related to Implementation and Sustainability of School-Wide Positive Behavior Support

Autor/inn/en	McIntosh, Kent; Predy, Larissa K.; Upreti, Gita; Hume, Amanda E.; Turri, Mary G.; Mathews, Susanna
Titel	Perceptions of Contextual Features Related to Implementation and Sustainability of School-Wide Positive Behavior Support
Quelle	In: Journal of Positive Behavior Interventions, 16 (2014) 1, S.31-43 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300712470723
Schlagwörter	Behavior Modification; Educational Environment; Behavior Problems; Student Behavior; Attitude Measures; Program Effectiveness; Barriers; Administrator Role; Teacher Role; Parent Role; Positive Reinforcement; Surveys; Mixed Methods Research; Program Implementation; Sustainability; Teamwork; School Personnel; Educational Resources; Fidelity; School Districts; Motivation + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Student behaviour; Schülerverhalten; Lehrerrolle; Parental role; Elternrolle; Survey; Umfrage; Befragung; Nachhaltigkeit; Schulpersonal; Bildungsmittel; School district; Schulbezirk; psychologische; Motivation (psychologisch)
Abstract	The purpose of this study was to assess the perceived importance of specific contextual variables for initial implementation and sustainability of School-Wide Positive Behavior Support (SWPBS). A large, national sample of 257 school team members completed the "School-Wide Universal Behavior Sustainability Index: School Teams", a research-validated measure of variables influencing sustainability of schoolwide behavior interventions. Quantitative and qualitative analyses were used to assess perceptions of the most and least important variables for initial implementation and sustainability, as well as variables perceived as more important to sustainability than initial implementation. Across quantitative and qualitative analyses, results indicated that administrator support and school team functioning were rated as the most important features for both initial implementation and sustainability, whereas barriers to SWPBS were rated as relatively less important. Staff support, integration into typical practice, and parent involvement were rated as significantly more important to sustainability than initial implementation. These results were consistent across types of raters and schools. Implications for enhancing implementation and sustainability of SWPBS are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10