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Direct linkMcIntosh, Kent; Mercer, Sterett H.; Nese, Rhonda N.T.; Strickland-Cohen, M. Kathleen; Kittelman, Angus; Hoselton, Robert; Horner, Robert H. – Grantee Submission, 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: Predictor Variables, Program Implementation, Positive Behavior Supports, Fidelity
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
McIntosh, Kent; Kim, Jerin; Mercer, Sterett H.; Strickland-Cohen, M. Kathleen; Horner, Robert H. – Assessment for Effective Intervention, 2015
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…
Descriptors: Sustainability, Behavior Modification, Intervention, Institutional Characteristics
McIntosh, Kent; Kim, Jerin; Mercer, Sterett H.; Strickland-Cohen, M. Kathleen; Horner, Robert H. – Grantee Submission, 2015
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…
Descriptors: Sustainability, Positive Behavior Supports, Intervention, Institutional Characteristics
McIntosh, Kent; Mercer, Sterett H.; Hume, Amanda E.; Frank, Jennifer L.; Turri, Mary G.; Mathews, Susanna – Exceptional Children, 2013
The purpose of this study was to identify factors associated with sustainability of school-based interventions and the relative contributions of those factors to predicting sustained implementation of Schoolwide Positive Behavior Support (SWPBS). Participants were respondents from 217 schools across 14 U.S. states. Sustainability factors were…
Descriptors: Behavior Modification, Intervention, Sustainability, Factor Analysis
McIntosh, Kent; Barnes, Aaron; Eliason, Bert; Morris, Kelsey – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2014
The problem of racial and ethnic discipline disproportionality is both long-standing and widespread. Educators must address this issue by identifying rates of discipline disproportionality, taking steps to reduce it, and monitoring the effects of intervention on disproportionality. The purpose of this guide is to provide a reference for…
Descriptors: Positive Behavior Supports, Intervention, Racial Differences, Ethnic Groups
McIntosh, Kent; MacKay, Leslie D.; Andreou, Theresa; Brown, Jacqueline A.; Mathews, Susanna; Gietz, Carmen; Bennett, Joanna L. – Canadian Journal of School Psychology, 2011
Based on challenges with the traditional model of school psychology, response to intervention (RTI) has been advanced as a model of special education eligibility decision making and service delivery that may address the drawbacks of the traditional models of assessment and result in improved outcomes for students. In this article, the RTI model is…
Descriptors: Intervention, Disabilities, Foreign Countries, School Psychology
McIntosh, Kent; Goodman, Steve; Bohanon, Hank – Communique, 2010
In the previous article in this series, the authors provided a rationale for integrating academic and behavior response to intervention (RTI) systems. Their rationale included: (1) research showing that challenges in academic and social behavior are linked; (2) a description of the common features that both RTI systems share; and (3) the…
Descriptors: Intervention, Social Behavior, Models, Response to Intervention
McIntosh, Kent; Campbell, Amy L.; Carter, Deborah Russell; Dickey, Celeste Rossetto – Journal of Positive Behavior Interventions, 2009
The purpose of this study was to investigate the effectiveness of a tier two daily behavior card intervention and differential effects based on function of problem behavior. The participants were 36 elementary school students nominated for additional intervention beyond universal School-Wide Positive Behavior Support. Measures included…
Descriptors: Elementary School Students, Intervention, Behavior Problems, Behavior Rating Scales
