Factors related to sustained implementation of schoolwide positive behavior support

Kent McIntosh, Sterett Mercer, Amanda Hume, Jennifer Frank, Mary Turri, Susanna Mathews

Research output: Contribution to journalArticle

75 Scopus citations

Abstract

The purpose of this study was to identify factors associated with sustainability of schoolbased interventions and the relative contributions of those factors to predicting sustained implementation of Schoolwide Positive Behavior Support (SWPBS). Participants were respondents from 217 schools across 14 U.S. states. Sustainability factors were assessed through a research-validated measure, the School-wide Universal Behavior Support Sustainability Index: School Teams (SUBSIST; McIntosh, Doolittle, Vincent, Horner, & Ervin, 2009), and sustained implementation was measured by meeting implementation criteria on research-validated measures of SWPBS fidelity of implementation. Factor analyses revealed 2 school-level factors, School Priority and Team Use of Data, and 2 district-level factors, District Priority and Capacity Building. All factors were significantly related to sustained implementation, but only Team Use of Data and Capacity Building were significant independent predictors. Results are discussed in terms of future sustainability research and implications for enhancing the sustainability of school-based interventions.

Original languageEnglish (US)
Pages (from-to)293-311
Number of pages19
JournalExceptional Children
Volume79
Issue number3
StatePublished - Feb 18 2013

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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    McIntosh, K., Mercer, S., Hume, A., Frank, J., Turri, M., & Mathews, S. (2013). Factors related to sustained implementation of schoolwide positive behavior support. Exceptional Children, 79(3), 293-311.