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Direct linkBastable, Eoin; Falcon, Sarah Fairbanks; Nese, Rhonda; Meng, Paul; McIntosh, Kent – Preventing School Failure, 2021
Addressing racial disparities in school discipline is an urgent and widespread issue facing US schools. One approach to improve racial equity in school discipline practice is to enhance the contextual fit of empirically validated schoolwide practices. Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) is a widely implemented and…
Descriptors: Racial Differences, Racial Bias, Disproportionate Representation, Discipline
Gion, Cody; McIntosh, Kent; Falcon, Sarah – School Psychology Review, 2022
This article reports results from an experimental study of a classroom intervention intended to decrease racial disproportionality in school discipline by focusing on making classroom behavior systems more culturally responsive and changing teacher behaviors (e.g., use of praise and reprimands). The intervention had three main components: (a) an…
Descriptors: Disproportionate Representation, Student Behavior, Teacher Behavior, Positive Reinforcement
Download full textBastable, Eoin; Fairbanks Falcon, Sarah; Nese, Rhonda; Meng, Paul; McIntosh, Kent – Grantee Submission, 2019
Addressing racial disparities in school discipline is an urgent and widespread issue facing U.S. schools. One approach to improve racial equity in school discipline practice is to enhance the contextual fit of empirically validated school-wide practices. School-wide Positive Behavioral Interventions and Supports (SWPBIS) is a widely implemented…
Descriptors: Racial Differences, Racial Bias, Disproportionate Representation, Discipline
Gion, Cody; McIntosh, Kent; Falcon, Sarah Fairbanks – Grantee Submission, 2020
This article reports results from an experimental study of a classroom intervention intended to decrease racial disproportionality in school discipline by focusing on making classroom behavior systems more culturally responsive and changing teacher behaviors (e.g., use of praise and reprimands). The intervention had three main components: (a) an…
Descriptors: Disproportionate Representation, Student Behavior, Cultural Relevance, Teacher Behavior
McIntosh, Kent; Lucyshyn, Joseph M.; Strickland-Cohen, M. Kathleen; Horner, Robert H. – Grantee Submission, 2015
Effective behavior support is achieved through designing supportive environments. However, it is common to overlook the context of implementation when designing support for individuals. This lack of attention to the broader context (e.g., behavior of peers, school resources, capacity of family members to use recommended strategies) may lead to…
Descriptors: Student Behavior, Program Implementation, Program Effectiveness, Adjustment (to Environment)
Mercer, Sterett H.; McIntosh, Kent; Strickland-Cohen, M. Kathleen; Horner, Robert H. – School Psychology Quarterly, 2014
The purpose of the study was to examine the extent to which the School-Wide Universal Behavior Sustainability Index: School Teams (SUBSIST; McIntosh, Doolittle, Vincent, Horner, & Ervin, 2009), a measure of school and district contextual factors that promote the sustainability of school practices, demonstrated measurement invariance across…
Descriptors: Behavior Modification, Positive Reinforcement, Teaching Methods, Sustainability
Mercer, Sterett H.; McIntosh, Kent; Strickland-Cohen, M. Kathleen; Horner, Robert H. – Grantee Submission, 2014
Objective: The purpose of the study was to examine the extent to which the School-wide Universal Behavior Sustainability Index: School Teams (SUBSIST; McIntosh, Doolittle, Vincent, Horner, & Ervin, 2009), a measure of school and district contextual factors that promote the sustainability of school practices, demonstrated measurement invariance…
Descriptors: Behavior Modification, Positive Reinforcement, Teaching Methods, Sustainability
Pinkelman, Sarah E.; McIntosh, Kent; Rasplica, Caitlin K.; Berg, Tricia; Strickland-Cohen, M. Kathleen – Behavioral Disorders, 2015
The purpose of this study was to identify the most important perceived enablers and barriers regarding sustainability of school-wide positive behavioral interventions and supports. School personnel representing 860 schools implementing or preparing to implement school-wide positive behavioral interventions and supports completed an open-ended…
Descriptors: Sustainability, Positive Reinforcement, Intervention, Barriers
Pinkelman, Sarah; McIntosh, Kent; Raspica, Caitlin; Berg, Tricia; Strickland-Cohen, M. Kathleen – Grantee Submission, 2015
The purpose of this study was to identify the most important perceived enablers and barriers regarding sustainability of School-wide Positive Behavioral Interventions and Supports (SWPBIS). School personnel representing 860 schools implementing or preparing to implement SWPBIS completed an open-ended survey of factors regarding its sustainability.…
Descriptors: Sustainability, Positive Reinforcement, Intervention, Barriers
Andreou, Theresa E.; McIntosh, Kent; Ross, Scott W.; Kahn, Joshua D. – Grantee Submission, 2015
The purpose of this exploratory study was to identify, categorize, and describe practitioners' perspectives regarding factors that help and hinder sustainability of Tier I (universal) systems within School-wide Positive Behavioral Interventions and Supports (SWPBIS). Seventeen participants involved in sustaining Tier I SWPBIS over several years…
Descriptors: Positive Behavior Supports, Sustainability, Qualitative Research, Critical Incidents Method
McIntosh, Kent; Ty, Sophie V.; Miller, Lynn D. – Journal of Positive Behavior Interventions, 2014
School-Wide Positive Behavioral Interventions and Supports (SWPBIS) has a large evidence base for preventing and addressing externalizing problem behavior, but there is little research examining its effects on internalizing problems, such as anxiety and depression. Given the prevalence of internalizing problems in today's children and youth, it is…
Descriptors: Outcomes of Treatment, Behavior Modification, Positive Reinforcement, Intervention
Andreou, Theresa E.; McIntosh, Kent; Ross, Scott W.; Kahn, Joshua D. – Journal of Special Education, 2015
The purpose of this study was to identify, categorize, and describe practitioners' perspectives regarding factors that help and hinder sustainability of Tier I (universal) systems within School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Seventeen participants involved in sustaining Tier I SWPBIS over several years within a…
Descriptors: Intervention, Behavior Modification, Positive Reinforcement, Student Behavior
Mathews, Susanna; McIntosh, Kent; Frank, Jennifer; May, Seth – Grantee Submission, 2014
The current study explored the extent to which a common measure of perceived implementation of critical features of School-wide Positive Behavior Support (SWPBS) predicted fidelity of implementation 3 years later. Respondents included school personnel from 261 schools across the United States implementing SWPBS. School teams completed the…
Descriptors: Positive Reinforcement, Behavior Modification, Teaching Methods, Program Implementation
McIntosh, Kent; Predy, Larissa K.; Upreti, Gita; Hume, Amanda E.; Turri, Mary G.; Mathews, Susanna – Journal of Positive Behavior Interventions, 2014
The purpose of this study was to assess the perceived importance of specific contextual variables for initial implementation and sustainability of School-Wide Positive Behavior Support (SWPBS). A large, national sample of 257 school team members completed the "School-Wide Universal Behavior Sustainability Index: School Teams", a…
Descriptors: Behavior Modification, Educational Environment, Behavior Problems, Student Behavior
Gietz, Carmen; McIntosh, Kent – Canadian Journal of School Psychology, 2014
This study examined student perceptions of their school environment (specifically, safety and inclusion in the school, experiences being bullied, and clear expectations for behaviour) and their relation with academic achievement at the school level. Participants were students in 969 elementary schools and 73 middle schools who took part in a…
Descriptors: Foreign Countries, Student Attitudes, Educational Environment, School Safety
