School-Wide Positive Behavior Support (SWPBS) in the Classroom: Assessing Perceived Challenges to Consistent Implementation in Connecticut Schools

Autor/inn/en	Fallon, Lindsay M.; McCarthy, Scott R.; Sanetti, Lisa M. Hagermoser
Titel	School-Wide Positive Behavior Support (SWPBS) in the Classroom: Assessing Perceived Challenges to Consistent Implementation in Connecticut Schools
Quelle	In: Education and Treatment of Children, 37 (2014) 1, S.1-24 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Behavior Modification; Behavior Problems; Student Behavior; Program Implementation; Fidelity; Surveys; Expectation; Rewards; Interviews; Standards; Positive Reinforcement; Intervention; Check Lists; Elementary Schools; Middle Schools; High Schools; Special Schools; Suburban Schools; Rural Schools; Teachers; School Personnel; Connecticut + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Survey; Umfrage; Befragung; Expectancy; Erwartung; Reward; Belohnung; Interviewing; Interviewtechnik; Standard; Checkliste; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Special school; Sonderschule; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Lehrer; Lehrerin; Lehrende; Schulpersonal
Abstract	The number of schools implementing school-wide positive behavior support (SWPBS) practices nationwide is increasing, but still little is known about the fidelity with which teachers implement SWPBS practices in the classroom. Specifically, data are needed that reflect the consistency with which classroom-based SWPBS practices are implemented, as well as challenges to implementation faced by school personnel, to ensure the best possible behavioral and academic outcomes for students. In this study, personnel in Connecticut schools implementing SWPBS (N = 171) were surveyed, and results indicate that although classroom-based SWPBS practices are implemented very consistently by the majority of respondents, certain practices are somewhat challenging to implement. Implications for improving practice and training are offered. (As Provided).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01