Perceived Enablers and Barriers Related to Sustainability of School-Wide Positive Behavioral Interventions and Supports

Autor/inn/en	Pinkelman, Sarah E.; McIntosh, Kent; Rasplica, Caitlin K.; Berg, Tricia; Strickland-Cohen, M. Kathleen
Titel	Perceived Enablers and Barriers Related to Sustainability of School-Wide Positive Behavioral Interventions and Supports
Quelle	In: Behavioral Disorders, 40 (2015) 3, S.171-183 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
Schlagwörter	Sustainability; Positive Reinforcement; Intervention; Barriers; School Personnel; Teacher Surveys; Qualitative Research; Teacher Attitudes; Positive Attitudes; Negative Attitudes; Time Management; Money Management; Administrator Attitudes; Administrators; Elementary Schools; High Schools; Middle Schools; Measures (Individuals); Phenomenology + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Schulpersonal; Qualitative Forschung; Lehrerverhalten; Negative Fixierung; Zeitmanagement; Elementary school; Grundschule; Volksschule; High school; Oberschule; Middle school; Mittelschule; Mittelstufenschule; Messdaten; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	The purpose of this study was to identify the most important perceived enablers and barriers regarding sustainability of school-wide positive behavioral interventions and supports. School personnel representing 860 schools implementing or preparing to implement school-wide positive behavioral interventions and supports completed an open-ended survey of factors regarding its sustainability. Qualitative analyses were used to assess perceptions of the most important factors related to sustainability. Thematic analysis produced 13 themes regarding enablers and/or barriers. The most commonly cited enablers were staff buy-in, school administrator support, and consistency. The most commonly cited barriers were staff buy-in, resources: time, and resources: money. Results are discussed in terms of enhancing durability of evidence-based practices in schools. (As Provided).
Anmerkungen	Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/publications/behavioraldisorders
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01