Positive Behavior Interventions: The Issue of Sustainability of Positive Effects

Autor/inn/en	Yeung, Alexander Seeshing; Craven, Rhonda G.; Mooney, Mary; Tracey, Danielle; Barker, Katrina; Power, Anne; Dobia, Brenda; Chen, Zhu; Schofield, Jill; Whitefield, Phillip; Lewis, Timothy J.
Titel	Positive Behavior Interventions: The Issue of Sustainability of Positive Effects
Quelle	In: Educational Psychology Review, 28 (2016) 1, S.145-170 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-015-9305-7
Schlagwörter	Positive Behavior Supports; Intervention; Program Implementation; Sustainability; Fidelity; Classroom Techniques; Professional Development; Technical Assistance; Coaching (Performance); Literature Reviews + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Klassenführung; Technische Hilfe
Abstract	During the last decade, positive behavior interventions have resulted in improvement of school behavior and academic gains in a range of school settings worldwide. Recent studies identify sustainability of current positive behavior intervention programs as a major concern. The purpose of this article is to identify future direction for effective implementation of positive behavior interventions based on a comprehensive review of the current status of positive behavior interventions in terms of sustainability. The review will also examine implementation fidelity, as a factor that impacts upon sustainability. Literature reviewed in this study demonstrates that administrator support and professional development were the most frequently cited influential factors in previous research on sustainability of positive behavior interventions. In particular, the review highlights the significance of implementation fidelity at the classroom level for sustaining positive outcomes of positive behavior interventions over time. It is argued that in order to sustain positive effects of positive behavior intervention, future implementation efforts need to emphasize administrator support for the school team, ongoing high-quality professional development, and technical assistance. Moreover, a focus on coaching classroom-level implementation fidelity is of significant importance, as is the development and validation of evaluation tools for sustainability based on large-scale longitudinal international studies and more in-depth qualitative investigations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01