Variables Associated with Enhanced Sustainability of School-Wide Positive Behavioral Interventions and Supports

Autor/inn/en	McIntosh, Kent; Kim, Jerin; Mercer, Sterett H.; Strickland-Cohen, M. Kathleen; Horner, Robert H.
Titel	Variables Associated with Enhanced Sustainability of School-Wide Positive Behavioral Interventions and Supports
Quelle	In: Assessment for Effective Intervention, 40 (2015) 3, S.184-191 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508414556503
Schlagwörter	Sustainability; Behavior Modification; Intervention; Institutional Characteristics; School Demography; Teamwork; Schools; Structural Equation Models + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Behaviour modification; Verhaltensänderung; Schulbesuchsrate; School; Schule
Abstract	Practice sustainability is important to ensure that students have continued access to evidence-based practices. In this study, respondents from a national sample of 860 schools at varying stages of implementing School-Wide Positive Behavioral Interventions and Supports (SWPBIS) were administered a research-validated measure of factors predicting sustained implementation of school-based practices. School demographic characteristics and specific school team actions were assessed to indicate which variables were most strongly associated with four empirically-derived sustainability factors. Findings showed that, in general, school demographic characteristics were not significantly related to sustainability. School team actions, especially the frequency of sharing data with the whole school staff, were statistically significantly related to sustainability. Implications for enhancing sustainability of school-based practices are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01