Top

Published in:

01-11-2016

Identifying and Predicting Distinct Patterns of Implementation in a School-Wide Behavior Support Framework

Authors: Kent McIntosh, Sterett H. Mercer, Rhonda N. T. Nese, Adam Ghemraoui

Published in: Prevention Science | Issue 8/2016

Abstract

The purpose of this study was to examine the extent to which distinct patterns of fidelity of implementation emerged for 5331 schools over a 5-year course of implementing school-wide positive behavioral interventions and supports (SWPBIS). We used latent class analysis to classify schools based on their likelihood of implementing SWPBIS with fidelity each year, then assessed school and district predictors of classifications. A four-class solution fit the model well, with two patterns of sustained implementation (Sustainers and Slow Starters) and two patterns of practice abandonment (Late Abandoners and Rapid Abandoners). Significant predictors of group membership included grade levels served, enrollment, proportion of schools implementing SWPBIS in the district (“critical mass”), and size of the implementation cohort (“community of practice”). Elementary schools, larger schools, schools in districts with more schools already implementing SWPBIS, and those starting within a larger initial district cohort were more likely to be in the sustaining classes. Results are discussed in terms of understanding patterns of implementation in schools to enhance sustained implementation of school practices.

Adelman, H. S., & Taylor, L. (1997). Toward a scale-up model for replicating new approaches to schooling. Journal of Educational and Psychological Consultation, 8, 197–230.CrossRef

Adelman, H. S., & Taylor, L. (2003). On sustainability of project innovations as systemic change. Journal of Educational and Psychological Consultation, 14, 1–25.CrossRef

Andreou, T. E., McIntosh, K., Ross, S. W., & Kahn, J. D. (2015). Critical incidents in the sustainability of school-wide positive behavioral interventions and supports. Journal of Special Education, 49, 157–167.CrossRef

Asparouhov, T., & Muthén, B. (2014). Auxiliary variables in mixture modeling: Three-step approaches using Mplus. Structural Equation Modeling, 21, 329–341.CrossRef

Baker, S., Gersten, R., Dimino, J. A., & Griffiths, R. (2004). The sustained use of research-based instructional practice: A case study of peer-assisted learning strategies in mathematics. Remedial and Special Education, 25, 5–24.CrossRef

Becker, K. D., & Domitrovich, C. E. (2011). The conceptualization, integration, and support of evidence-based interventions in the schools. School Psychology Review, 40, 582–589.

Bertram, R. M., Blase, K. A., & Fixsen, D. L. (2015). Improving programs and outcomes: Implementation frameworks and organization change. Research on Social Work Practice, 25, 477–487.CrossRef

Bohanon, H., Fenning, P., Carney, K. L., Minnis-Kim, M. J., Anderson-Harriss, S., Moroz, K. B., & Sailor, W. (2006). Schoolwide application of positive behavior support in an urban high school: A case study. Journal of Positive Behavior Interventions, 8, 131–145.CrossRef

Bradshaw, C. P., & Pas, E. T. (2011). A state-wide scale-up of Positive Behavioral Interventions and Supports (PBIS): A description of the development of systems of support and analysis of adoption and implementation. School Psychology Review, 40, 530–548.

Bradshaw, C. P., Debnam, K., Koth, C. W., & Leaf, P. J. (2009a). Preliminary validation of the implementation phases inventory for assessing fidelity of schoolwide positive behavior supports. Journal of Positive Behavior Interventions, 11, 145–160.CrossRef

Bradshaw, C. P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009b). Altering school climate through school-wide positive behavioral interventions and supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10, 100–115.CrossRefPubMed

Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics, 130, e1136–e1145.CrossRefPubMedPubMedCentral

Buzhardt, J., Greenwood, C. R., Abbott, M., & Tapia, Y. (2006). Research on scaling up evidence-based instructional practice: Developing a sensitive measure of the rate of implementation. Educational Technology Research & Development, 54, 467–492.CrossRef

Chiapa, A., Smith, J. D., Kim, H., Dishion, T. J., Shaw, D. S., & Wilson, M. N. (2015). The trajectory of fidelity in a multiyear trial of the family check-up predicts change in child problem behavior. Journal of Consulting and Clinical Psychology, 83, 1006–1011.CrossRefPubMedPubMedCentral

Coburn, C. E. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change. Educational Researcher, 32, 3–12.CrossRef

Cohen, R., Kincaid, D., & Childs, K. E. (2007). Measuring school-wide positive behavior support implementation: Development and validation of the benchmarks of quality. Journal of Positive Behavior Interventions, 9, 203–213.CrossRef

Cook, B. G., & Odom, S. L. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79, 135–144.

Domitrovich, C. E., Bradshaw, C. P., Poduska, J. M., Hoagwood, K., Buckley, J. A., Olin, S., & Ialongo, N. S. (2008). Maximizing the implementation quality of evidence-based preventive interventions in schools: A conceptual framework. Advances in School Mental Health Promotion, 1, 6–28.CrossRefPubMedPubMedCentral

Elliott, D. S., & Mihalic, S. F. (2004). Issues in disseminating and replicating effective prevention programs. Prevention Science, 5, 47–53.CrossRefPubMed

Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: Synthesis of the literature. Tampa: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).

Flannery, K. B., Fenning, P., Kato, M. M., & McIntosh, K. (2014). Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools. School Psychology Quarterly, 29, 111–124.CrossRefPubMed

Gottfredson, G. D., Jones, E. M., & Gore, T. W. (2002). Implementation and evaluation of a cognitive–behavioral intervention to prevent problem behavior in a disorganized school. Prevention Science, 3, 43–56.CrossRefPubMed

Greenberg, M. T., Feinberg, M. E., Johnson, L. E., Perkins, D. F., Welsh, J. A., & Spoth, R. L. (2015). Factors that predict financial sustainability of community coalitions: Five years of findings from the PROSPER partnership project. Prevention Science, 16, 158–167.CrossRefPubMedPubMedCentral

Hagan-Burke, S., Burke, M. D., Martin, E., Boon, R. T., Fore, C., III, & Kirkendoll, D. (2005). The internal consistency of the school-wide subscales of the effective behavioral support survey. Education and Treatment of Children, 28, 400–413.

Hall, L. J. (2015). Sustaining evidence-based practices by graduated special educators of students with ASD creating a community of practice. Teacher Education and Special Education, 38, 28–43.CrossRef

Han, S. S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33, 665–679.CrossRefPubMed

Horner, R. H. (2016). Schools implementing PBIS. Technical working paper, OSEP Center on PBIS.

Horner, R. H., & Sugai, G. (2015). School-wide PBIS: An example of applied behavior analysis implemented at a scale of social importance. Behavior Analysis in Practice, 8, 80–85.CrossRefPubMedPubMedCentral

Horner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L. K., Sugai, G., & Boland, J. B. (2004). The School-Wide Evaluation Tool (SET): A research instrument for assessing school-wide positive behavior support. Journal of Positive Behavior Interventions, 6, 3–12.CrossRef

Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A. W., & Esparanza, J. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133–144.CrossRef

Hunter, S. B., Han, B., Slaughter, M. E., Godley, S. H., & Garner, B. R. (2015). Associations between implementation characteristics and evidence-based practice sustainment: A study of the adolescent community reinforcement approach. Implementation Science, 10, 173. doi:10.1186/s13012-015-0364-4.CrossRefPubMedPubMedCentral

Kincaid, D., Childs, K. E., & George, H. (2005). School-wide benchmarks of quality. Unpublished instrument. University of South Florida.

Lanza, S. T., Tan, X., & Bray, B. C. (2013). Latent class analysis with distal outcomes: A flexible model-based approach. Structural Equation Modeling, 20, 1–26.CrossRefPubMedPubMedCentral

Latham, G. (1988). The birth and death cycles of educational innovations. Principal, 68, 41–43.

McIntosh, K., & Goodman, S. (2016). Integrated multi-tiered systems of support: Blending RTI and PBIS. New York: Guilford.

McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (2013). Factors related to sustained implementation of schoolwide positive behavior support. Exceptional Children, 79, 293–311.

McIntosh, K., Predy, L. K., Upreti, G., Hume, A. E., Turri, M. G., & Mathews, S. (2014). Perceptions of contextual features related to implementation and sustainability of school-wide positive behavior support. Journal of Positive Behavior Interventions, 16, 29–41.

McIntosh, K., Kim, J., Mercer, S. H., Strickland-Cohen, M. K., & Horner, R. H. (2015). Variables associated with enhanced sustainability of school-wide positive behavioral interventions and supports. Assessment for Effective Intervention, 40, 184–191.CrossRef

McIntosh, K., Kelm, J. L., & Canizal Delabra, A. (2016a). In search of how principals change: A qualitative study of events that help and hinder administrator support for school-wide PBIS. Journal of Positive Behavior Interventions, 18, 100–110.CrossRef

McIntosh, K., Mercer, S. H., Nese, R. N. T., Strickland-Cohen, M. K., & Hoselton, R. (2016b). Predictors of sustained implementation of school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions (in press).

McLaughlin, M. W., & Mitra, D. (2001). Theory-based change and change-based theory: Going deeper, going broader. Journal of Educational Change, 2, 301–323.CrossRef

Mercer, S. H., McIntosh, K., & Hoselton, R. (2016). Comparability of fidelity measures for assessing tier 1 school-wide positive behavioral interventions and supports. Submitted for publication.

Molloy, L. E., Moore, J. E., Trail, J., Van Epps, J. J., & Hopfer, S. (2013). Understanding real-world implementation quality and “active ingredients” of PBIS. Prevention Science, 14, 593–605.CrossRefPubMedPubMedCentral

Nese, R. N. T., McIntosh, K., Nese, J. F. T., Bloom, J., Johnson, N. W., Phillips, D., Hoselton, R. (2016). Predicting abandonment of school-wide behavior interventions. Behavioral Disorders (in press).

Payne, A. A., & Eckert, R. (2010). The relative importance of provider, program, school, and community predictors of the implementation quality of school-based prevention programs. Prevention Science, 11, 126–141.CrossRefPubMed

Rimm-Kaufman, S. E., Fan, X., Chiu, Y.-J., & You, W. (2007). The contribution of the responsive classroom approach on children’s academic achievement: Results from a three year longitudinal study. Journal of School Psychology, 45, 401–421.CrossRef

Rogers, E. (2003). Diffusion of innovations (5th ed.). New York: The Free Press.

Safran, S. P. (2006). Using the effective behavior supports survey to guide development of schoolwide positive behavior support. Journal of Positive Behavior Interventions, 8, 3–9.CrossRef

Saldana, L., Chamberlain, P., Wang, W., & Brown, C. H. (2012). Predicting program start-up using the stages of implementation measure. Administration and Policy in Mental Health and Mental Health Services Research, 39, 419–425.CrossRefPubMedPubMedCentral

Samuelsen, K. M., & Dayton, C. M. (2010). Latent class analysis. In G. R. Hancock & R. O. Mueller (Eds.), The reviewer’s guide to quantitative methods in the social sciences (pp. 173–184). New York: Routledge.

Sanford DeRousie, R. M., & Bierman, K. L. (2012). Examining the sustainability of an evidence-based preschool curriculum: The REDI program. Early Childhood Research Quarterly, 27, 55–65.CrossRefPubMedPubMedCentral

Schaper, A., McIntosh, K., & Hoselton, R. (2016). Within-year fidelity growth of SWPBIS during installation and initial implementation. School Psychology Quarterly (in press).

Schwartzbeck, T. D. (2002). Patterns in implementing comprehensive school reform: What the researchers say. Washington, DC: National Clearinghouse for Comprehensive School Reform (ERIC Document Reproduction Service no. ED470023).

Slavin, R. E. (2004). Built to last: Long-term maintenance of success for all. Remedial and Special Education, 25, 61–66.CrossRef

Sugai, G., & Horner, R. H. (2009). Defining and describing schoolwide positive behavior support. In W. Sailor, G. Dunlap, G. Sugai, & R. H. Horner (Eds.), Handbook of positive behavior support (pp. 307–326). New York: Springer.CrossRef

Sugai, G., Horner, R. H., & Todd, A. W. (2000). PBIS self-assessment survey. Eugene: Educational and Community Supports. http://www.pbis.org.

Sugai, G., Horner, R. H., & Lewis-Palmer, T. L. (2001). Team implementation checklist (TIC). Eugene: Educational and Community Supports. http://www.pbis.org.

Vernez, G., Karam, R., Mariano, L. T., & DeMartini, C. (2006). Evaluating comprehensive school reform models at scale: Focus on implementation. Santa Monica: RAND Corporation.

Title: Identifying and Predicting Distinct Patterns of Implementation in a School-Wide Behavior Support Framework
Authors: Kent McIntosh
Sterett H. Mercer
Rhonda N. T. Nese
Adam Ghemraoui
Publication date: 01-11-2016
Publisher: Springer US
Published in: Prevention Science / Issue 8/2016
Print ISSN: 1389-4986
Electronic ISSN: 1573-6695
DOI: https://doi.org/10.1007/s11121-016-0700-1

Keynote webinar | Spotlight on medication adherence

Springer Medicine

Identifying and Predicting Distinct Patterns of Implementation in a School-Wide Behavior Support Framework

Abstract

Keynote webinar | Spotlight on medication adherence

Springer Medicine

Abstract

Please log in to get access to this content

Other articles of this Issue 8/2016

KiVa Anti-Bullying Program in Italy: Evidence of Effectiveness in a Randomized Control Trial

Correlates of Prenatal Parenting Expectations in new Mothers: Is Better Self-Efficacy a Potential Target for Preventing Postnatal Adjustment Difficulties?

Thirty-Six-Month Outcomes of a Generalist Paraprofessional Perinatal Home Visiting Intervention in South Africa on Maternal Health and Child Health and Development

Peer Influence on Academic Performance: A Social Network Analysis of Social-Emotional Intervention Effects

What Constitutes High-Quality Implementation of SEL Programs? A Latent Class Analysis of Second Step® Implementation

Adolescent Gambling-Oriented Attitudes Mediate the Relationship Between Perceived Parental Knowledge and Adolescent Gambling: Implications for Prevention