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

Autor/inn/en	McIntosh, Kent; Mercer, Sterett H.; Nese, Rhonda N. T.; Ghemraoui, Adam
Titel	Identifying and Predicting Distinct Patterns of Implementation in a School-Wide Behavior Support Framework
Quelle	(2016), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Positive Behavior Supports; Intervention; Multivariate Analysis; Program Implementation; Fidelity; Predictor Variables; Classification; Instructional Program Divisions; Enrollment; Communities of Practice; School Size; School Districts; Sustainability; Institutional Characteristics; Surveys; Elementary Schools; Middle Schools; High Schools; Regression (Statistics); Statistical Analysis + Suchen Sie Ihr Suchwort? Multivariate Analyse; Prädiktor; Classification system; Klassifikation; Klassifikationssystem; Einschulung; Community; School district; Schulbezirk; Nachhaltigkeit; Survey; Umfrage; Befragung; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Regression; Regressionsanalyse; Statistische Analyse
Abstract	The purpose of this study was to examine the extent to which distinct patterns of fidelity of implementation emerged for 5,331 schools over a five-year course of implementing school-wide positive behavioral interventions and supports (SWPBIS). We used latent class analysis to classify schools based on their likelihood of implementing SWPBIS with fidelity each year, then assessed school and district predictors of classifications. A four-class solution fit the model well, with two patterns of sustained implementation (Sustainers and Slow Starters) and two patterns of practice abandonment (Late Abandoners and Rapid Abandoners). Significant predictors of group membership included grade levels served, enrollment, proportion of schools implementing SWPBIS in the district ("critical mass"), and size of the implementation cohort ("community of practice"). Elementary schools, larger schools, schools in districts with more schools already implementing SWPBIS, and those starting within a larger initial district cohort were more likely to be in the sustaining classes. Results are discussed in terms of understanding patterns of implementation in schools to enhance sustained implementation of school practices. [This article was published in "Prevention Science," v17 p992-1001 2016.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01