Literaturnachweis - Detailanzeige
| Autor/inn/en | Chaparro, Erin A.; Kittelman, Angus; McDaniel, Sara C.; Peshak George, Heather; VanLone, Janet; So, SoLing |
|---|---|
| Titel | Examining Rural School Implementation of Positive Behavioral Supports across Tiers |
| Quelle | In: Rural Special Education Quarterly, 41 (2022) 3, S.116-128 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Chaparro, Erin A.) ORCID (Peshak George, Heather) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/87568705221097114 |
| Schlagwörter | Positive Behavior Supports; Intervention; Rural Schools; Program Implementation; Students with Disabilities; Student Behavior; Social Development; Emotional Development; Program Effectiveness; Elementary Secondary Education; Urban Schools; Suburban Schools; Fidelity Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Student behaviour; Schülerverhalten; Soziale Entwicklung; Gefühlsbildung; Urban area; Urban areas; Stadtregion; Stadt; Suburban area; Outskirts; Suburb; Vorort; Vorstadt |
| Abstract | Positive Behavioral Interventions and Supports (PBIS) is a prevention-oriented multitiered system of support. In this article, we discuss how PBIS implementation might be different for schools in rural settings. We used two subsamples of an extant data set of 11,561 schools in 44 U.S. states reporting on PBIS implementation fidelity during the 2018-19 school year. We examined PBIS implementation in rural and nonrural settings using a subsample of 6,631 schools during their first five years of PBIS implementation (2014-15 to 2018-19 school years). Further, we used a subsample of 2,266 schools to examine differences in implementation for rural schools, specifically (n = 1,215) in their first five years of PBIS implementation (2014-15 to 2018-19) compared to rural schools (n = 1,051) implementing six or more years (2000-01 to 2013-14). Rural schools differ from other school locales in the implementation of Tiers 2 and 3 systems during initial implementation. When examining the implementation in rural schools implementing PBIS for five or fewer years to those implementing for six years or more, those implementing longer had higher scores at Tiers 2 and 3. Practical implications across all three tiers, special education, and rural locales are presented. (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: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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