Longitudinal Associations Between SWPBIS Fidelity of Implementation and Behavior and Academic Outcomes

2018 ◽  
Vol 43 (3) ◽  
pp. 357-369 ◽  
Author(s):  
Jerin Kim ◽  
Kent McIntosh ◽  
Sterett H. Mercer ◽  
Rhonda N. T. Nese
Keyword(s):  
Academic Outcomes ◽  
Behavioral Interventions ◽  
Implementation Fidelity ◽  
Discipline Referrals ◽  
Fidelity Of Implementation ◽  
Office Discipline Referrals ◽  
Positive Behavioral Interventions ◽  
School Suspensions ◽  
K 12 ◽  
And Behavior

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 schools at or above established fidelity criteria). Results indicate that, in general, schools showed a decline in office discipline referrals (ODRs) and out-of-school suspensions (OSSs) over 3 years. SWPBIS fidelity of implementation was positively associated with initial levels of ODRs and OSSs, and the relations between fidelity and OSSs varied based on years of SWPBIS implementation. Levels of fidelity did not predict change in ODRs or OSSs. Despite no statistically significant associations between fidelity and student academic outcomes, schools that had implemented SWPBIS for 3 years or more had higher achievement in mathematics after controlling for prior achievement.

Illinois Statewide Positive Behavioral Interventions and Supports

2011 ◽  
Vol 14 (1) ◽  
pp. 5-16 ◽  
Author(s):  
Brandi Simonsen ◽  
Lucille Eber ◽  
Anne C. Black ◽  
George Sugai ◽  
Holly Lewandowski ◽  
...  
Keyword(s):  
Student Performance ◽  
Academic Outcomes ◽  
Behavioral Interventions ◽  
Student Behavior ◽  
Implementation Fidelity ◽  
Discipline Referrals ◽  
Behavior Support ◽  
Positive Behavioral Interventions ◽  
Reading And Math ◽  
Illinois Schools

More than 1,000 Illinois schools are implementing schoolwide positive behavior support (SWPBS) to enhance outcomes for students and staff. Consequently, Illinois established layered support structures to facilitate scaling up SWPBS. This paper describes the development of this infrastructure and presents the results of HLM analyses exploring the effects of implementing SWPBS, with and without fidelity across time, on student behavior and academic outcomes (office discipline referrals, suspensions, and state-wide test scores in reading and math) for a sample of 428 Illinois schools implementing SWPBS. Results indicate that (a) most schools implemented with fidelity and maintained or improved student performance across time and (b) implementation fidelity was associated with improved social outcomes and academic outcomes in math. Study limitations and implications are discussed.

A Survey of Team Members’ Perceptions of Coaching Activities Related to Tier 1 SWPBIS Implementation

2019 ◽  
Vol 22 (1) ◽  
pp. 51-61 ◽  
Author(s):  
Eoin Bastable ◽  
Michelle M. Massar ◽  
Kent McIntosh
Keyword(s):  
Behavioral Interventions ◽  
Implementation Fidelity ◽  
Action Planning ◽  
Fidelity Of Implementation ◽  
Team Members ◽  
Positive Behavioral Interventions ◽  
Tier 1 ◽  
Perceived Importance ◽  
Partial Correlations ◽  
Coaching Activities

Coaching is an important component in multi-tiered systems of support (MTSS) such as school-wide positive behavioral interventions and supports (SWPBIS), but little is known about which coaching activities are most related to sustained implementation of this school-wide framework. A survey was developed to examine the amount of receipt and perceived importance of coaching activities delivered to SWPBIS school teams. Respondents included SWPBIS team members ( n = 264) implementing Tier 1 SWPBIS for at least 3 years in 138 districts across nine states. Partial correlations were conducted on a subsample of schools ( n = 131) using the Benchmarks of Quality (BoQ) to assess self-reported implementation fidelity to examine the extent to which each coaching activity was associated with fidelity of implementation of SWPBIS. Results indicated Assisting With Team Action Planning, Assisting With Data Collection, and Sharing Knowledge of SWPBIS Systems were perceived as most important to SWPBIS sustainability. Partial correlations showed two activities were statistically significant and positively correlated with SWPBIS fidelity of implementation: Running Data Reports for the Team and Modeling SWPBIS Implementation. Implications for assessing and differentiating coaching supports delivered to schools are discussed.

Using Positive Behavioral Interventions and Supports to Reduce School Suspensions

2020 ◽  
Vol 29 (3) ◽  
pp. 132-140
Author(s):  
Nicholas A. Gage ◽  
Lydia Beahm ◽  
Rachel Kaplan ◽  
Ashley S. MacSuga-Gage ◽  
Ahhyun Lee
Keyword(s):  
Academic Outcomes ◽  
Behavioral Interventions ◽  
Evidence Base ◽  
Positive Behavioral Interventions ◽  
School Suspensions ◽  
Out Of School ◽  
Positive Impacts

The Positive Behavioral Interventions and Supports (PBIS) framework is currently implemented in more than 25,000 schools across the globe. Its implementation has demonstrated positive impacts on a number of behavioral and academic outcomes. A growing evidence base has found that PBIS has been particularly effective at reducing both in- and out-of-school suspensions. This article describes concerns with the use of suspensions, defines PBIS, and outlines how schools can implement and use PBIS to reduce suspensions.

scholarly journals Advances in Measurement in School-Wide Positive Behavioral Interventions and Supports

2019 ◽  
Vol 40 (1) ◽  
pp. 3-5
Author(s):  
Kent McIntosh ◽  
Kathleen Lynne Lane
Keyword(s):  
School Climate ◽  
Behavioral Interventions ◽  
Fidelity Of Implementation ◽  
Special Issue ◽  
Research Focus ◽  
Positive Behavioral Interventions ◽  
Staff Commitment ◽  
Systems Of Support

In recent years, there has been an increased research focus on developing tools to support the design, installation, and evaluation of tiered systems of support. In this special issue, we focus on research validating freely available tools to (a) measure fidelity of implementation of school-wide positive behavioral interventions and supports (SWPBIS), (b) assess staff commitment to implement SWPBIS, (c) inform development of teaching matrices, (d) examine issues of sustainability, and (e) assess school climate.

scholarly journals Factor Validation of a Fidelity of Implementation Measure for Social Behavior Systems

2017 ◽  
Vol 40 (1) ◽  
pp. 16-24
Author(s):  
Michelle M. Massar ◽  
Kent McIntosh ◽  
Sterett H. Mercer
Keyword(s):  
Behavioral Interventions ◽  
Critical Factor ◽  
Fidelity Of Implementation ◽  
Successful Implementation ◽  
Positive Behavioral Interventions ◽  
School Based ◽  
Confirmatory Factor ◽  
School Based Interventions ◽  
Behavior Systems ◽  
Core Features

Assessing fidelity of implementation of school-based interventions is a critical factor in successful implementation and sustainability. The Tiered Fidelity Inventory (TFI) was developed as a comprehensive measure of all three tiers of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) and is intended to measure the extent to which the core features of SWPBIS are implemented with fidelity. The purpose of this study was to assess the extent to which the TFI can be used as one measure of all three tiers, three separate measures of individual tiers, or as a more granular level of fidelity that measures implementation on 10 subscales across the tiers. A confirmatory factor analysis was conducted to validate the factor structure of the TFI. Results indicate that the TFI is a valid measure of fidelity of implementation of SWPBIS and can be used to measure implementation by subscales, tiers, and as a comprehensive assessment of all three tiers.

scholarly journals Is Fidelity of Implementation of an Anti-Bullying Policy Related to Student Bullying and Teacher Protection of Students?

2019 ◽  
Vol 9 (2) ◽  
pp. 112
Author(s):  
William J. Hall ◽  
Hayden C. Dawes
Keyword(s):  
North Carolina ◽  
Policy Implementation ◽  
Implementation Fidelity ◽  
The State ◽  
Fidelity Of Implementation ◽  
Future Research ◽  
Student Knowledge ◽  
Bullying Policy ◽  
K 12 ◽  
Reporting Procedures

Bullying is a significant school problem. Policies have been developed to reduce bullying, yet little is known about their implementation, which must occur for these policies to have an effect. This study examines associations between the overall implementation of a state anti-bullying policy and implementation of specific components outlined in the policy with two outcomes: bullying among students and teacher protection of students. Data were collected from 588 educators in K-12 schools across North Carolina a year following the enactment of an anti-bullying law in the state. Results show that overall policy implementation fidelity is inversely related to student bullying and positively related to teacher protection. In addition, the implementation of certain policy components (i.e., educator and student knowledge of bullying reporting procedures, training of educators about protected classes from bullying, student knowledge of protected classes, and educators reporting and remediating bullying based on protected classes) is significantly related to the outcomes. Thus, the implementation of certain anti-bullying policy components may be more potent in addressing bullying. Future research should identify constellations of policy strategies that need to be activated in schools to eliminate bullying.

Technical Adequacy of the SWPBIS Tiered Fidelity Inventory

2016 ◽  
Vol 19 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Kent McIntosh ◽  
Michelle M. Massar ◽  
Robert F. Algozzine ◽  
Heather Peshak George ◽  
Robert H. Horner ◽  
...  
Keyword(s):  
Behavioral Interventions ◽  
Large Scale ◽  
Scale Validation ◽  
Action Planning ◽  
Fidelity Of Implementation ◽  
Initial Assessment ◽  
Positive Behavioral Interventions ◽  
Study Results ◽  
Fidelity Measures ◽  
Test Retest Reliability

Full and durable implementation of school-based interventions is supported by regular evaluation of fidelity of implementation. Multiple assessments have been developed to evaluate the extent to which schools are applying the core features of school-wide positive behavioral interventions and supports (SWPBIS). The SWPBIS Tiered Fidelity Inventory (TFI) was developed to be used as an initial assessment to determine the extent to which a school is using (or needs) SWPBIS, a measure of SWPBIS fidelity of implementation at all three tiers of support, and a tool to guide action planning for further implementation efforts. In this research, we evaluated the psychometric properties of the TFI in three studies: a content validity study, a usability and reliability study, and a large-scale validation study. Results showed strong construct validity for assessing fidelity at all three tiers, strong interrater and 2-week test–retest reliability, high usability for action planning, and strong relations with existing SWPBIS fidelity measures. Implications for accurate evaluation planning are discussed.

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