Literaturnachweis - Detailanzeige
| Autor/inn/en | Grasley-Boy, Nicolette M.; Gage, Nicholas A.; Lombardo, Michael; Anderson, Lucas; Rila, Ashley |
|---|---|
| Titel | School-Wide Positive Behavior Interventions and Supports in Rural and Urban California Schools: Effects on Fidelity of Implementation and Suspension Outcomes |
| Quelle | In: Rural Special Education Quarterly, 41 (2022) 2, S.84-94 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Grasley-Boy, Nicolette M.) ORCID (Gage, Nicholas A.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/87568705221092766 |
| Schlagwörter | Positive Behavior Supports; Program Implementation; Fidelity; Behavior Modification; Student Behavior; Program Effectiveness; Rural Urban Differences; Rural Schools; Urban Schools; Suspension; Students with Disabilities; Elementary Secondary Education; Student Characteristics; California Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Stadt-Land-Beziehung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Ausschluss; Schulausschluss; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Kalifornien |
| Abstract | Evidence suggests that implementing School-Wide Positive Behavior Interventions and Supports (SWPBIS) with fidelity can reduce behavior problems in schools and, concomitantly, the use of school suspensions. Few studies have explored differences in SWPBIS implementation fidelity and outcomes between rural and urban schools, but research suggests urban locale may moderate the effectiveness of particular interventions. Therefore, the purpose of this study was to assess differences in SWPBIS implementation fidelity and suspension outcomes between rural and urban schools in California during the 2017-2018 school year. Using several subsets of this sample, we applied linear and multinomial regression and multilevel modeling to determine differences between locales. Results suggest no differences in the likelihood of implementing Tier 1 or Tiers 1 and 2 with fidelity between rural and urban schools. However, rural schools are significantly more likely to implement all three tiers of SWPBIS with fidelity. When comparing rural and urban schools and suspension outcomes, we found that urban schools implementing all three tiers were less likely to use out-of-school suspensions for all students and for students with disabilities. Limitations and implications 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 | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
