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Identifying and Predicting Distinct Patterns of Implementation in a School-Wide Behavior Support Framework.

Kent McIntosh1, Sterett H Mercer2, Rhonda N T Nese3

  • 1University of Oregon, Eugene, OR, USA. kentm@uoregon.edu.

Prevention Science : the Official Journal of the Society for Prevention Research
|August 24, 2016
PubMed
Summary

Most schools implementing school-wide positive behavioral interventions and supports (SWPBIS) fall into four patterns: sustained implementation or practice abandonment. Factors like school size and district support influence sustained SWPBIS fidelity.

Keywords:
Implementation sciencePositive behavioral interventions and supportsPreventionSchool-based interventionSustainability

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Area of Science:

  • Educational Psychology
  • School Administration
  • Behavioral Science

Background:

  • School-wide Positive Behavioral Interventions and Supports (SWPBIS) is a framework for improving school climate and student behavior.
  • Understanding implementation patterns is crucial for effective and sustained adoption of evidence-based practices in schools.

Purpose of the Study:

  • To identify distinct patterns of implementation fidelity for SWPBIS across a large sample of schools over five years.
  • To examine school and district-level predictors associated with these implementation patterns.

Main Methods:

  • Latent class analysis was employed to classify 5,331 schools based on their annual fidelity of SWPBIS implementation.
  • Statistical models were used to assess predictors of school and district classifications.

Main Results:

  • A four-class solution identified two patterns of sustained implementation (Sustainers, Slow Starters) and two of abandonment (Late, Rapid Abandoners).
  • Key predictors for sustained implementation included elementary grade levels, larger school enrollment, higher district "critical mass" of SWPBIS schools, and larger initial implementation cohorts (
  • community of practice
  • )

Conclusions:

  • School and district characteristics significantly influence the trajectory of SWPBIS implementation.
  • Identifying these patterns can inform strategies to enhance the sustained use of effective school practices.