Within-Year Fidelity Growth of SWPBIS during Installation and Initial Implementation

Autor/inn/en	Schaper, Andrew; McIntosh, Kent; Hoselton, Robert
Titel	Within-Year Fidelity Growth of SWPBIS during Installation and Initial Implementation
Quelle	In: School Psychology Quarterly, 31 (2016) 3, S.358-368 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000125
Schlagwörter	Positive Behavior Supports; Program Implementation; Fidelity; Program Evaluation; Check Lists; Predictor Variables; School Location; Institutional Characteristics; Enrichment; School Size; Socioeconomic Status; Hierarchical Linear Modeling; Regression (Statistics); California; Minnesota; Missouri; Wisconsin + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Checkliste; Prädiktor; Schulgelände; Bereicherung; Socio-economic status; Sozioökonomischer Status; Regression; Regressionsanalyse; Kalifornien
Abstract	The purpose of this study was to document within-year fidelity growth during installation and initial implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Participants included school teams from schools throughout the United States that were in years 1 to 4 of SWPBIS implementation and routinely evaluated their implementation fidelity. The fidelity outcome was assessed with the Team Implementation Checklist (TIC) and was completed multiple times per year by SWPBIS teams. Results from multilevel fidelity growth models documented within- and between-school variability and growth predictors. Years implementing, location, school type, and enrollment size were significant predictors of beginning-year fidelity scores (intercept), and years implementing and relative socioeconomic status were significant predictors of the average rate of fidelity change per month of school (slope). These results add to the growing field of implementation science, and practice recommendations are outlined. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01