A Research-Practice Partnership to Scale Positive Behavior Support: Data-Based Decision-Making to Inform the...

Area of Science:

• Educational Psychology
• Implementation Science
• School Administration

Background:

• Research-practice partnerships (RPPs) are crucial for scaling school-based interventions.
• PBIS Maryland, an RPP, has implemented Schoolwide Positive Behavioral Interventions and Supports (SW-PBIS) for over 20 years.
• A fidelity data system was developed to monitor implementation and inform scale-up efforts.

Purpose of the Study:

• To examine the distinctiveness and practical meaningfulness of two fidelity tools: the Tiered Fidelity Inventory (TFI) and Implementation Phases Inventory (IPI).
• To assess the association between recommended fidelity scores on the TFI and IPI and student academic and behavioral outcomes.
• To provide a case example of how RPPs use data for quality improvement in fidelity monitoring.

Main Methods:

• Analyzed TFI data from 335 schools and IPI data from 588 schools in Maryland.
• Compared conceptual aspects of the TFI and IPI.
• Examined the relationship between achieving recommended TFI (70%, 83.3%) and IPI (80%) scores and student outcomes (English, math, suspension, truancy).

Main Results:

• Most schools met the recommended TFI (70%) and IPI (80%) scores.
• Higher TFI scores were associated with lower student truancy rates.
• Higher IPI scores were associated with improved student math scores.

Conclusions:

• RPPs can effectively use data to refine implementation fidelity measures for school-based programs.
• The TFI and IPI demonstrate distinct associations with specific student outcomes, informing targeted quality improvement.
• Data-driven adjustments to fidelity monitoring enhance the statewide scale-up of interventions like SW-PBIS.