Predictors of Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports / Kent McIntosh, Sterett H. Mercer and Rhonda N. T. Nese.
In this analysis of extant data from 3,011 schools implementing school-wide positive behavioral interventions and supports (SWPBIS) across multiple years, we assessed the predictive power of various school characteristics and speed of initial implementation on sustained fidelity of implementation of...
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| Language: | English |
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2016.
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| 245 | 1 | 0 | |a Predictors of Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports / |c Kent McIntosh, Sterett H. Mercer and Rhonda N. T. Nese. |
| 264 | 1 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2016. | |
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| 520 | |a In this analysis of extant data from 3,011 schools implementing school-wide positive behavioral interventions and supports (SWPBIS) across multiple years, we assessed the predictive power of various school characteristics and speed of initial implementation on sustained fidelity of implementation of SWPBIS at 1, 3, and 5 years. In addition, we partitioned variance in whether schools sustained SWPBIS at the school, district, and state levels. Results showed that the largest differences in fidelity were at the state level. In addition, school characteristics (particularly grade levels served) and speed of initial implementation were significant but small predictors of sustained implementation. Results are discussed in terms of effective supports at the state and district levels, as well as addressing types of schools at greater risk for abandonment, such as high schools. [This paper was published in "Journal of Positive Behavior Interventions" (EJ1113868).] | ||
| 524 | |a Grantee Submission, Journal of Positive Behavior Interventions v18 n4 p209-218 Oct 2016. |2 ericd. | ||
| 650 | 0 | 7 | |a Predictor Variables. |2 ericd. |
| 650 | 0 | 7 | |a Sustainability. |2 ericd. |
| 650 | 0 | 7 | |a Positive Behavior Supports. |2 ericd. |
| 650 | 0 | 7 | |a Intervention. |2 ericd. |
| 650 | 0 | 7 | |a Institutional Characteristics. |2 ericd. |
| 650 | 0 | 7 | |a Program Implementation. |2 ericd. |
| 650 | 0 | 7 | |a Fidelity. |2 ericd. |
| 650 | 0 | 7 | |a Measures (Individuals) |2 ericd. |
| 650 | 0 | 7 | |a Data Analysis. |2 ericd. |
| 650 | 0 | 7 | |a Statistical Analysis. |2 ericd. |
| 650 | 0 | 7 | |a Program Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Surveys. |2 ericd. |
| 650 | 0 | 7 | |a Self Evaluation (Individuals) |2 ericd. |
| 650 | 0 | 7 | |a Psychometrics. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a School Demography. |2 ericd. |
| 650 | 0 | 7 | |a Risk Assessment. |2 ericd. |
| 650 | 0 | 7 | |a Instructional Program Divisions. |2 ericd. |
| 700 | 1 | |a Mercer, Sterett H., |e author. | |
| 700 | 1 | |a Nese, Rhonda N. T., |e author. | |
| 700 | 1 | |a Strickland-Cohen, M. Kathleen, |e author. | |
| 700 | 1 | |a Hoselton, Robert, |e author. | |
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