In this analysis of extant data from 3,011 schools implementing school-wide positive behavioral interventions and supports (SWPBIS) across multiple years, we assessed the predictive power of various school characteristics and speed of initial implementation on sustained fidelity of implementation of SWPBIS at 1, 3, and 5 years. In addition, we partitioned variance in whether schools sustained SWPBIS at the school, district, and state levels. Results showed that the largest differences in fidelity were at the state level. In addition, school characteristics (particularly grade levels served) and speed of initial implementation were significant but small predictors of sustained implementation. Results are discussed in terms of effective supports at the state and district levels, as well as addressing types of schools at greater risk of abandonment, such as high schools.

The purpose of this study was to identify the most important perceived enablers and barriers regarding sustainability of school-wide positive behavioral interventions and supports. School personnel representing 860 schools implementing or preparing to implement school-wide positive behavioral interventions and supports completed an open-ended survey of factors regarding its sustainability. Qualitative analyses were used to assess perceptions of the most important factors related to sustainability. Thematic analysis produced 13 themes regarding enablers and/or barriers. The most commonly cited enablers were staff buy-in, school administrator support, and consistency. The most commonly cited barriers were staff buy-in, resources: time, and resources: money. Results are discussed in terms of enhancing durability of evidence-based practices in schools.

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 research-validated measure of factors associated with sustained implementation of school interventions during Year 1 of this study. Analyses included multigroup structural equation modeling of school and district implementation fidelity data. Results indicated that adequate implementation fidelity and better Team Use of Data for decision making in Study Year 1 were the strongest predictors of sustained implementation in Year 3. In addition, the number of other schools in the district adopting SWPBIS was a similarly strong predictor. A critical mass of schools implementing was also predictive, especially for schools earlier in implementation. School characteristics were not predictive, except for grade levels served, which was an inconsistent predictor by stage.

Recently, single-case research has been recognized as an approach for establishing evidence-based practices (Horner et al., 2005;Kratochwill et al., 2010). As the implications of single-case research become increasingly far reaching and focused on socially meaningful outcomes, single-case researchers are expected to not only document a functional relation between manipulating the independent variable and change in the dependent variable, but also to demonstrate that the independent variable under investigation is perceived as socially acceptable and feasible by typical stakeholders (Horner et al., 2005). In other words, single-case researchers may be able to demonstrate sizable effects, but if the intervention is not well received by educators, students, and their families, it is unlikely that the intervention will be adopted or maintained.Applied behavior analysis, and more recently positive behavior support, emphasize the importance of valued clinical outcomes as an essential feature of behavioral research and practice (e.g., Baer, Wolf, & Risley, 1968;E. G. Carr et al., 2002). In his seminal article addressing the importance of social validity, Montrose Wolf (1978) argued that making socially meaningful contributions through research involves investigating the relationship between what is objectively measured and how it is perceived by its consumers. In the 1970s, the practice of asking participants to report what they think was novel and counterintuitive to the singular focus on directly observable and measurable behaviors that was typical in applied behavior analytic research. Nonetheless, it had become apparent that if practices were going to be adopted, they needed to be not only effective but also well regarded. To avoid making assumptions about the subjective judgments of consumers, researchers needed to begin using methods to assess social validity. Wolf (1978) therefore outlined what he termed three levels of social validity: (a) Are the specific behavioral goals really what society wants? (b) Do the ends justify the means? That is, do the participants, caregivers and other consumers consider the treatment procedures acceptable? and (c) Are the consumers satisfied with the results? . . . including any unpredicted ones? (p. 207) 490809R SEXXX10.

Practice sustainability is important to ensure that students have continued access to evidence-based practices. In this study, respondents from a national sample of 860 schools at varying stages of implementing School-Wide Positive Behavioral Interventions and Supports (SWPBIS) were administered a research-validated measure of factors predicting sustained implementation of school-based practices. School demographic characteristics and specific school team actions were assessed to indicate which variables were most strongly associated with four empirically-derived sustainability factors. Findings showed that, in general, school demographic characteristics were not significantly related to sustainability. School team actions, especially the frequency of sharing data with the whole school staff, were statistically significantly related to sustainability. Implications for enhancing sustainability of school-based practices are discussed.Keywords social skills, applied behavior analysis, emotional/behavioral disorders, positive behavior support, positive behavioral interventions and supports, sustainability at CMU Libraries -library.cmich.edu on October 9, 2015 aei.sagepub.com Downloaded from

The purpose of this study was to determine if an experimental five-item measure of barriers to implementing and sustaining school-wide prevention practices, the Assessment of Barriers to Implementation and Sustainability in Schools (ABISS), would relate to objective measures of school-wide positive behavioral interventions and supports (SWPBIS) implementation fidelity. The ABISS was administered to individuals in 704 U.S. schools implementing SWPBIS across 11 states, and scores were compared with school demographic variables and SWPBIS fidelity of implementation. Results showed acceptable model fit for the ABISS, partial measurement invariance, and statistically significant relations, after controlling for school demographic variables, with SWPBIS fidelity of implementation, except for schools implementing SWPBIS for 5 or more years. These patterns indicate substantial but decreasing relations of perceived barriers to implementation fidelity as schools continue to implement SWPBIS. Implications are discussed in terms of how assessment of perceived barriers can support implementation and sustainability of school-wide prevention practices.

To explore the accessibility of school-wide positive behavioral interventions and supports (SWPBIS) for students with severe disabilities, we conducted a survey of 179 schools implementing SWPBIS during the 2015-2016 school year. Personnel from each school reported the frequency and level of importance of SWPBIS implementation across Likert-type scale items related to the domains of systems procedures, practices, and data collection procedures applicable to students with severe disabilities. Personnel from each school also responded to open-ended items to report barriers to and strategies for including students with severe disabilities in SWPBIS. Overall, school personnel reported high levels of implementation and importance across these SWPBIS domains and a range of barriers and strategies related to SWPBIS accessibility. School characteristics related to grade level, tiers of SWPBIS implementation, and the percentage of students included in general education settings for a majority of the school day contributed to statistically significant differences in ratings of frequency and importance for some aspects of the SWPBIS domains.

This study heeds a decade-long call to action to examine the accessibility of Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) for students with severe disabilities. To improve the accessibility of SWPBIS, Universal Design for Learning (UDL) and evidence-based practices were used to teach three students with severe disabilities schoolwide behavior expectations in inclusive schoolwide settings. Special education teachers from three different elementary schools adapted their campus SWPBIS Tier 1 lesson plans with additional visual supports, social narratives, and systematic instructional procedures. All participants showed improvement as evidenced by a reduction in the duration of their problem behavior in schoolwide settings. Implementing teachers found the intervention and corresponding materials to be socially valid.