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Direct linkKittelman, Angus; Mercer, Sterett H.; McIntosh, Kent; Hoselton, Robert – Journal of Positive Behavior Interventions, 2022
The purpose of this longitudinal study was to examine patterns in implementation of Tiers 2 and 3 school-wide positive behavioral interventions and supports (SWPBIS) systems to identify timings of installation that led to higher implementation of advanced tiers. Extant data from 776 schools in 27 states reporting on the first 3 years of Tier 2…
Descriptors: Positive Behavior Supports, Evidence Based Practice, Program Implementation, Fidelity
Nese, Rhonda N. T.; Nese, Joseph F. T.; McIntosh, Kent; Mercer, Sterett H.; Kittelman, Angus – Journal of Positive Behavior Interventions, 2019
In this study, longitudinal data from 708 schools across five states in the continental United States were analyzed to measure the time between initial training and adequate implementation of Tier I Schoolwide Positive Behavioral Interventions and Supports over 5 years and the extent to which it varied by school characteristics. Results indicated…
Descriptors: Positive Behavior Supports, Intervention, Institutional Characteristics, Suburban Schools
Predictors of Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports
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
Mathews, Susanna; McIntosh, Kent; Frank, Jennifer L.; May, Seth L. – Journal of Positive Behavior Interventions, 2014
The current study explored the extent to which a common measure of perceived implementation of critical features of Positive Behavioral Interventions and Supports (PBIS) predicted fidelity of implementation 3 years later. Respondents included school personnel from 261 schools across the United States implementing PBIS. School teams completed the…
Descriptors: Classroom Techniques, Behavior Modification, Predictor Variables, Fidelity
Sanford, Amanda K.; Horner, Robert H. – Journal of Positive Behavior Interventions, 2013
The effects of a literacy intervention matching student skill level with academic performance demands were examined through a multiple baseline across participants design. The dual dependent variables were problem behavior and academic engagement. Four students in Grades 2 or 3 who exhibited low academic performance and problem behavior during…
Descriptors: Reading Difficulties, Predictor Variables, Academic Achievement, Behavior Problems
