NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20240
Since 2021 (last 5 years)0
Since 2016 (last 10 years)5
Since 2006 (last 20 years)9
Descriptor
Program Implementation9
Statistical Analysis9
Fidelity7
Intervention6
Positive Behavior Supports6
Program Effectiveness6
Institutional Characteristics4
Predictor Variables4
Surveys4
Sustainability4
Elementary Schools3
High Schools3
Instructional Program…3
Student Behavior3
At Risk Students2
Behavior Problems2
Culturally Relevant Education2
Data Analysis2
Elementary Secondary Education2
Evidence Based Practice2
Foreign Countries2
Measures (Individuals)2
Middle Schools2
Psychometrics2
Risk Assessment2
More ▼
Source
Grantee Submission2
Multicultural Learning and…2
Technical Assistance Center…2
Educational Researcher1
Journal of Positive Behavior…1
School Psychology Review1
Author
McIntosh, Kent9
Mercer, Sterett H.4
Nese, Rhonda N. T.4
Hoselton, Robert3
Strickland-Cohen, M. Kathleen3
Hoselton, Rob2
Kittelman, Angus2
MacKay, Leslie D.2
Bastable, Eoin1
Cook, Clayton R.1
Craft, Calli B.1
Duong, Mylien T.1
Fiat, Aria E.1
Ghemraoui, Adam1
Horner, Robert H.1
Kim, Jerin1
Larson, Madeline1
McGinnis, Jenna1
Pullmann, Michael D.1
More ▼
Publication Type
Reports - Research9
Journal Articles6
Information Analyses2
Education Level
Elementary Secondary Education4
Elementary Education3
Early Childhood Education2
High Schools2
Secondary Education2
Junior High Schools1
Kindergarten1
Middle Schools1
Preschool Education1
Primary Education1
Audience
Location
Canada2
Laws, Policies, & Programs
Assessments and Surveys
Dynamic Indicators of Basic…1
Peabody Picture Vocabulary…1
What Works Clearinghouse Rating
Showing all 9 results Save | Export
Factors Predicting Sustained Implementation of a Universal Behavior Support Framework
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
McIntosh, Kent; Mercer, Sterett H.; Nese, Rhonda N. T.; Strickland-Cohen, M. Kathleen; Kittelman, Angus; Hoselton, Robert; Horner, Robert H. – Educational Researcher, 2018
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…
Descriptors: Positive Behavior Supports, Structural Equation Models, Fidelity, Predictor Variables
Addressing Discipline Disparities for Black Male Students: Linking Malleable Root Causes to Feasible and Effective Practices
Peer reviewed Peer reviewed
Direct linkDirect link
Cook, Clayton R.; Duong, Mylien T.; McIntosh, Kent; Fiat, Aria E.; Larson, Madeline; Pullmann, Michael D.; McGinnis, Jenna – School Psychology Review, 2018
Longstanding discipline disparities for Black male students are associated with untoward outcomes and necessitate feasible and effective school-based solutions. This study examined the efficacy of GREET-STOP-PROMPT (GSP) as a low-cost, potentially high-yield strategy designed to intervene on putative malleable root causes proximal to…
Descriptors: Males, African American Students, Student Behavior, Discipline Problems
Predictors of Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports
Peer reviewed Peer reviewed
Direct linkDirect link
McIntosh, Kent; Mercer, Sterett H.; Nese, Rhonda N. T.; Strickland-Cohen, M. Kathleen; Hoselton, Robert – Journal of Positive Behavior Interventions, 2016
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…
Descriptors: Predictor Variables, Sustainability, Program Implementation, Positive Behavior Supports
Predictors of Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
McIntosh, Kent; Mercer, Sterett H.; Nese, Rhonda N. T.; Strickland-Cohen, M. Kathleen; Hoselton, Robert – Grantee Submission, 2016
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…
Descriptors: Predictor Variables, Sustainability, Positive Behavior Supports, Intervention
Do Schools with Adequate Tier I SWPBIS Implementation Have Stronger Implementation at Tiers II and III?
Direct linkDirect link
Kim, Jerin; McIntosh, Kent; Hoselton, Rob – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2014
To illustrate the three-tiered model, Tier I (universal) supports are delivered similarly to all students in all settings, and at least 80% of students are expected to respond to these supports. Beyond universal supports, Tier II (targeted) supports serve 10-15% of students whose behavior does not respond to Tier I supports. A small group of…
Descriptors: Positive Behavior Supports, Program Implementation, Student Behavior, Behavior Problems
Identifying and Predicting Distinct Patterns of Implementation in a School-Wide Behavior Support Framework
Peer reviewed Peer reviewed
PDF on ERIC Download full text
McIntosh, Kent; Mercer, Sterett H.; Nese, Rhonda N. T.; Ghemraoui, Adam – Grantee Submission, 2016
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…
Descriptors: Positive Behavior Supports, Intervention, Multivariate Analysis, Program Implementation
Do High Schools Implementing SWPBIS Have Lower Rates of Illegal Drug and Alcohol Use?
Direct linkDirect link
Bastable, Eoin; Kittelman, Angus; McIntosh, Kent; Hoselton, Rob – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2015
School-wide positive behavioral interventions and supports (SWPBIS) is a systems-level framework for improving social and academic outcomes for students in schools through the use of integrated evidence-based practices. Although the effects of SWPBIS are well-documented in elementary schools, there is increasing interest in implementing SWPBIS in…
Descriptors: Drug Abuse, Alcohol Abuse, High Schools, Intervention
Perceived Cultural Responsiveness and Effectiveness of a Speech and Language Program for Indigenous Preschool Students
Peer reviewed Peer reviewed
Direct linkDirect link
McIntosh, Kent; Craft, Calli B.; MacKay, Leslie D. – Multicultural Learning and Teaching, 2013
Despite an increasing need for culturally relevant curricula, what is considered culturally responsive and how it is assessed is under-researched. The present study examined the perceived cultural responsiveness and effectiveness of an early intervention program designed to teach early language skills and expose students to Indigenous culture, the…
Descriptors: Indigenous Populations, Culturally Relevant Education, Preschool Education, Speech Skills
Effects of Explicit and Non-Explicit Versions of an Early Intervention Program Incorporating Indigenous Culture into Kindergarten Literacy Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
MacKay, Leslie D.; McIntosh, Kent – Multicultural Learning and Teaching, 2012
Low literacy is a challenge facing Indigenous communities across North America and is an identified barrier to school success. Early literacy intervention is an important target to reduce the discrepancies in literacy outcomes. The Moe the Mouse® Speech and Language Development Program (Gardner & Chesterman, 2006) is a cultural curriculum…
Descriptors: Kindergarten, Literacy Education, Early Intervention, Culturally Relevant Education