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.

Peers as Change Agents

2021 ◽  
Keyword(s):  
Behavioral Interventions ◽  
Change Agents ◽  
Intervention Strategies ◽  
Academic Interventions ◽  
Successful Implementation ◽  
School Based ◽  
School Based Interventions ◽  
The Common

This volume includes a variety of intervention strategies utilizing peers as change agents in school-based interventions. The book presents an updated conceptualization of peer-mediated interventions (PMIs), including peer-mediated academic interventions, peer-mediated behavioral interventions, and peer-mediated group supports. Each section includes a chapter describing the research supporting each category of PMI, as well as practical chapters detailing the use of different strategies that fit under each of the categories. The practical chapters describe the common procedures involved in each PMI, recommendations for successful implementation with an equity lens in applied settings, and useful resources such as implementation scripts for use in schools.

General Model of Service Delivery for School-Based Interventions

2019 ◽  
pp. 106-133
Author(s):  
Stephen P. Kilgus ◽  
Nathaniel P. von der Embse
Keyword(s):  
Service Delivery ◽  
Behavioral Interventions ◽  
Delivery Model ◽  
Intervention Delivery ◽  
Positive Behavioral Interventions ◽  
Use Of Data ◽  
School Based ◽  
Tier Ii ◽  
General Data ◽  
School Based Interventions

Substantial research has been devoted to various models of intervention delivery within school systems. Multi-tiered systems of support (MTSS) is an educational service-delivery model in which all students are provided academic and behavioral supports that are matched to need and skill level. A key feature of MTSS frameworks is the ongoing use of data to inform treatment (i.e., intervention) decisions of increasing intensity. That is, MTSS frameworks are tiered models that provide universal (Tier I), secondary (Tier II), and tertiary (Tier III) supports that are explicitly matched to student need. Students’ responsiveness to interventions are then monitored in determining whether students require alternative supports of differing intensity. MTSS, in which intervention intensity is increased dependent on failure to respond to interventions of lesser intensity, has been found to be an effective intervention delivery model. The chapter describes the implementation of MTSS, including specific applications within a Positive Behavioral Interventions and Supports (PBIS) model and Response to Intervention model. Finally, the chapter presents a general data-based problem-solving model that can be utilized to evaluate intervention effect across all levels of support.

Enhancing motivation and engagement within a PBIS framework

2021 ◽  
pp. 136548022110022
Author(s):  
Michael Petrasek ◽  
Anthony James ◽  
Amity Noltemeyer ◽  
Jennifer Green ◽  
Katelyn Palmer
Keyword(s):  
School Environment ◽  
Student Outcomes ◽  
Behavioral Interventions ◽  
School Setting ◽  
Positive Behavioral Interventions ◽  
Motivation And Engagement ◽  
Core Features

A motivating and engaging school environment has been associated with several positive student outcomes. Consequently, schools have an opportunity and responsibility to promote a culture that supports students in developing and maintaining their motivation, engagement, and self-improvement. Efforts to promote such a culture can be embedded within a Positive Behavioral Interventions and Supports (PBIS) framework. In this paper, we begin by describing motivation and engagement, and discussing the relevance of these concepts in schools. Next, we introduce the traditional PBIS framework, highlighting research and core features. Third, we propose how PBIS can be enhanced by incorporating a focus on relationships, engagement, and motivation in the school setting. Finally, we conclude with recommendations for school teams seeking to implement this approach.

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.

Reducing Coercion in Schools

2015 ◽  
Author(s):  
Robert R. Horner ◽  
Kent McIntosh
Keyword(s):  
Behavioral Interventions ◽  
School Discipline ◽  
School Level ◽  
The Core ◽  
Whole School ◽  
Positive Behavioral Interventions ◽  
Punitive Discipline ◽  
Detrimental Impact ◽  
Core Features ◽  
Systems Of Support

The use of punitive discipline systems in schools establishes the foundation of coercive dynamics. Adults all too often establish aversive contingencies that inadvertently prompt and maintain unwanted behavior by students. Three recent themes in addressing school discipline systems include (1) emphasizing reward of desired behavior above punishment of undesired behavior, (2) implementing systems of support at the whole-school level, and (3) introducing a “multitiered” approach to discipline systems that matches the level of support to the need of the student. These three themes are linked within a schoolwide approach labeled “positive behavioral interventions and supports” (PBIS). The chapter presents the core features of School-wide PBIS and describes how those features reduce the detrimental impact of coercive dynamics.

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.

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.

scholarly journals An Investigation of Concurrent Validity of Fidelity of Implementation Measures at Initial Years of Implementation

2019 ◽  
Vol 40 (1) ◽  
pp. 25-31
Author(s):  
Caitlin Rasplica Khoury ◽  
Kent McIntosh ◽  
Robert Hoselton
Keyword(s):  
Student Outcomes ◽  
Behavioral Interventions ◽  
Fidelity Of Implementation ◽  
Self Assessment ◽  
Cross Sectional ◽  
School Practices ◽  
Positive Behavioral Interventions ◽  
Self Assessments ◽  
Positive Correlations ◽  
Fidelity Measures

Fidelity of implementation of school practices is crucial to student outcomes. Several types of tools, including self-assessments, are available for measuring fidelity, but little is known regarding the relation of self-assessments of fidelity to fidelity instruments completed with the support of external experts, specifically, during the first few years of implementation. The present study used cross-sectional data from 1,438 schools to examine relations between fidelity self-assessment and team-based fidelity measures in the first 4 years of implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Results showed strong positive correlations between fidelity self-assessments and a team-based measure of fidelity at each year of implementation.

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