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Direct linkAngus Kittelman; Kent McIntosh; Sterett H. Mercer; Rhonda N. T. Nese; SoLing So; Heather Peshak George – Exceptional Children, 2025
Sustained implementation of effective behavior support systems and practices is critical for improving academic and behavior outcomes for students with and without disabilities. Although implementation studies have identified variables facilitating sustained implementation of Tier 1 behavior support systems in schools, little research exists…
Descriptors: Predictor Variables, Program Implementation, Sustainability, Positive Behavior Supports
Download full textKittelman, Angus; Mercer, Sterett H.; McIntosh, Kent; Hoselton, Robert – Grantee Submission, 2021
The purpose of this longitudinal study was to examine patterns in implementation of Tier 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 three years of Tier 2…
Descriptors: Positive Behavior Supports, Program Implementation, Fidelity, Predictor Variables
Kittelman, 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
Charlton, Cade T.; Rigby, Danielle Marie Green; Moulton, Sara E.; Sabey, Christian V.; Richardson, Michael J. – Journal of Behavioral Education, 2023
Behavior intervention plans (BIPs) are intended to help educators systematically support students with behavioral problems at school. Previous research confirms that the effectiveness of a BIP depends on the degree to which the plan is technically adequate and implemented with integrity. What remains unclear from the literature is how professional…
Descriptors: Elementary Secondary Education, Positive Behavior Supports, Response to Intervention, Relationship
James, Anthony G.; Noltemeyer, Amity; Ritchie, Rachel; Palmer, Katelyn – Psychology in the Schools, 2019
Positive behavioral interventions and support (PBIS) is a multitiered framework for behavioral support that is being increasingly implemented in schools. Although research has linked PBIS to improved student outcomes, less research is longitudinal and considers both academic and behavioral outcomes. This study examined the relationships between…
Descriptors: Positive Behavior Supports, Discipline, Program Implementation, Fidelity
Conley, Kathleen; Kittelman, Angus; Massar, Michelle; McIntosh, Kent – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2018
Check In Check Out (CICO) is one of the most empirically supported Tier 2 behavior interventions for students who require additional supports to experience success. CICO incorporates regular performance feedback and adult interaction throughout the day in alignment with school-wide expectations. Performance feedback includes both reinforcing and…
Descriptors: Response to Intervention, Predictor Variables, Probability, Positive Behavior Supports
McIntosh, 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
Gomez-Salemi, Alice M. – ProQuest LLC, 2020
Exclusionary practices, including suspension, expulsions, and office discipline referrals, to student misbehavior, can have a lasting impact on student outcomes. School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a universal behavioral framework designed to support school personnel prevent and respond to challenging student…
Descriptors: Positive Behavior Supports, Student Behavior, Discipline, Behavior Modification
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
Hulac, David; Benson, Nicholas; Nesmith, Matthew C.; Wollersheim Shervey, Sarah – Journal of Educational Research and Practice, 2016
When behaviors are reinforced with a variable interval reinforcement schedule, reinforcement is available only after an unknown period of time. These types of reinforcement schedules are most useful for reinforcing slow and steady responding and for differentially reinforcing behaviors that are incompatible with some problematic behaviors. This…
Descriptors: Classroom Techniques, Predictor Variables, Reinforcement, Intervals
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
Kim, Jerin; McIntosh, Kent; Mercer, Sterett H.; Nese, Rhonda N. T. – Behavioral Disorders, 2018
The purpose of this study was to examine associations between implementation fidelity of school-wide positive behavioral interventions and supports (SWPBIS) and student outcomes over time. The sample included 477 K-12 schools across 10 states implementing SWPBIS for varying numbers of years and at varying levels of fidelity (but with 78% of…
Descriptors: Longitudinal Studies, Positive Behavior Supports, Fidelity, Program Implementation
Ecker, Andrew Joseph – ProQuest LLC, 2017
Approximately 20% of youth in the U.S. are experiencing a mental health challenge; a rate that is said to increase by more than 50% by 2020. Schools are the largest provider of mental health services to youth, yet two of schools' most efficacious evidence-based systems, Positive Behavioral Interventions and Supports (PBIS) and school mental health…
Descriptors: Principals, Readiness, Positive Behavior Supports, Intervention
Dillard, Christina – ProQuest LLC, 2017
Many districts and schools are having difficulty implementing Multi-Tiered System of Supports (MTSS) in school settings. This quantitative study set out to examine the stage of MTSS implementation schools are at and identify factors from the implementation science framework that account for the different reported student outcomes related to MTSS…
Descriptors: Positive Behavior Supports, Program Implementation, Outcomes of Education, Principals
Schaper, Andrew; McIntosh, Kent; Hoselton, Robert – School Psychology Quarterly, 2016
The purpose of this study was to document within-year fidelity growth during installation and initial implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Participants included school teams from schools throughout the United States that were in years 1 to 4 of SWPBIS implementation and routinely evaluated their…
Descriptors: Positive Behavior Supports, Program Implementation, Fidelity, Program Evaluation
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