A Statewide Scale up of Positive Behavioral Interventions and Supports: A Description of the Development of Systems of Support and Analysis of Adoption and Implementation

Autor/inn/en	Bradshaw, Catherine P.; Pas, Elise T.
Titel	A Statewide Scale up of Positive Behavioral Interventions and Supports: A Description of the Development of Systems of Support and Analysis of Adoption and Implementation
Quelle	In: School Psychology Review, 40 (2011) 4, S.530-548 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Evidence; Behavior Problems; Prevention; Public Health; Measures (Individuals); Intervention; Models; Educational Environment; Elementary Education; Program Effectiveness; Data Analysis; Training; Predictor Variables; School Psychology; Maryland + Suchen Sie Ihr Suchwort? Evidenz; Prävention; Vorbeugung; Gesundheitswesen; Messdaten; Analogiemodell; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementarunterricht; Auswertung; Ausbildung; Prädiktor; Schulpsychologie
Abstract	This study describes the process by which a statewide support system was developed in Maryland to promote high-quality implementation of a school-wide prevention model called Positive Behavioral Interventions and Supports (PBIS). PBIS (Sugai & Horner, 2006) aims to prevent disruptive behavior problems and promote a positive school climate through the application of practices and systems consistent with the three-tiered public health prevention framework. We summarize the statewide scale-up process and examine school and district-level contextual factors that influenced the schools' training, adoption, and implementation quality of PBIS within the scale-up effort. Data come from 810 Maryland elementary schools, of which 316 were trained in PBIS. A series of multilevel analyses indicated that several school- and district-level factors were associated with both receipt of training and program adoption; however, only school-level factors were related to implementation quality. Findings are discussed within the context of statewide efforts to scale up evidence-based programs in schools. (Contains 3 tables.) (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10