Critical Incidents in Sustaining School-Wide Positive Behavioral Interventions and Supports

Autor/inn/en	Andreou, Theresa E.; McIntosh, Kent; Ross, Scott W.; Kahn, Joshua D.
Titel	Critical Incidents in Sustaining School-Wide Positive Behavioral Interventions and Supports
Quelle	In: Journal of Special Education, 49 (2015) 3, S.157-167 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466914554298
Schlagwörter	Intervention; Behavior Modification; Positive Reinforcement; Student Behavior; Critical Incidents Method; Content Analysis; Teamwork; Program Effectiveness; Teaching Methods; School Personnel; Role; Communities of Practice; Administrator Role; Teacher Role; Expertise; Labor Turnover; Misconceptions; Attitudes; Conflict; Foreign Countries; Qualitative Research; Rural Schools; Semi Structured Interviews; Questionnaires; Canada + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Inhaltsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Schulpersonal; Rollen; Community; Lehrerrolle; Expert appraisal; Missverständnis; Attitude; Einstellung; Verhalten; Konflikt; Ausland; Qualitative Forschung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Fragebogen; Kanada
Abstract	The purpose of this study was to identify, categorize, and describe practitioners' perspectives regarding factors that help and hinder sustainability of Tier I (universal) systems within School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Seventeen participants involved in sustaining Tier I SWPBIS over several years within a school district were interviewed and asked what events affected its long-term implementation through a qualitative approach called the Critical Incident Technique (CIT). A total of 227 critical incidents were recorded and sorted into emergent unitary clusters based on content analysis. These categories then underwent rigorous reliability and validity checks, including expert analysis, inter-rater agreement, and participant feedback. This process yielded 13 categories that represent the participants' experience of sustainability: Continuous Teaching, Positive Reinforcement, SWPBIS Team Effectiveness, Staff Ownership, School Administrator Involvement, Adaptation, Community of Practice, Use of Data, Involving New Personnel, Access to External Expertise, Maintaining Priority, Staff Turnover, and Conflict of Personal Beliefs/Mistaken Beliefs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01