Factors Predicting Sustained Implementation of a Universal Behavior Support Framework

Autor/inn/en	McIntosh, Kent; Mercer, Sterett H.; Nese, Rhonda N.T.; Strickland-Cohen, M. Kathleen; Kittelman, Angus; Hoselton, Robert; Horner, Robert H.
Titel	Factors Predicting Sustained Implementation of a Universal Behavior Support Framework
Quelle	(2018), (31 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.3102/0013189X18776975
Schlagwörter	Predictor Variables; Program Implementation; Positive Behavior Supports; Fidelity; Intervention; Sustainability; Evidence Based Practice; Structural Equation Models; School Districts + Suchen Sie Ihr Suchwort? Prädiktor; Nachhaltigkeit; School district; Schulbezirk
Abstract	In this 3-year prospective study, we tested the extent to which school-, practice-, and district-level variables predicted sustained implementation for schools in various stages of implementation of school-wide positive behavioral interventions and supports (SWPBIS) Tier 1 (universal) systems. Staff from 860 schools in 14 U.S. states completed a research-validated measure of factors associated with sustained implementation of school interventions during Year 1 of this study. Analyses included multi-group structural equation modeling of school and district implementation fidelity data. Results indicated that adequate implementation fidelity and better Team Use of Data for decision making in Study Year 1 were the strongest predictors of sustained implementation in Year 3. In addition, the number of other schools in the district adopting SWPBIS was a similarly strong predictor. A critical mass of schools implementing was also predictive, especially for schools earlier in implementation. School characteristics were not predictive, except for grade levels served, which was an inconsistent predictor by stage. [This paper was published in "Educational Researcher" v47 n5 p307-316 2018 (EJ1185017).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/2/04