Developing Buy-In for Positive Behavior Support in Secondary Settings

Abstract

Based on the implementation of school-wide positive behavior supports (SWPBS) in high schools, the current study examined the effect of supporting buy-in through conducting needs assessments and focused professional development for high school staff when implementing SWPBS. The effectiveness of the two additional items was investigated using two treatment schools and two comparison schools. The hypothesis was that schools with enhanced support would implement SWPBS better and student office discipline referrals (ODRs) would drop due to the better implementation. Overall, the results showed the treatment schools improved in fidelity and demonstrated significant improvement in numbers of ODRs. In contrast, both comparison schools decreased in fidelity and none demonstrated significant changes in ODRs.Suggestions for practice and future research are provided.

Using School Improvement and Implementation Science to Integrate Multi-Tiered Systems of Support in Secondary Schools

“…The use of the SRSS data allows the teams to identify students who are in some type of emotional distress (Durlak et al, 2011). As with SEL implementation, the leadership team connects with their community (e.g., teachers, students) prior to implementing their approaches (Bohanon & Wu, 2014Elias et al, 2003Hall, n.d.;Kurns & Tilly, 2008).…”

“…Schools that have considered components of implementation science in their implementation of MTSS have shown greater fidelity and improved behavioural outcomes compared to schools that did not (Bohanon & Wu, 2014). The application of MTSS through implementation science and innovation may enhance schools' ability to approach it as a school improvement effort.…”

“…Each approach requires similar systems (e.g., resources, teams, administrative support), practices (e.g., requirements for selecting EBPs), School Improvement, Implementation, and MTSS 8 and data (e.g., screening, progress monitoring, evaluation). Additionally, all three approaches recommend obtaining stakeholder feedback about the process prior to, during, and after intervention (Bohanon & Wu, 2014;Elias, Zins, Graczyk, & Weissberg, 2003;Kurns & Tilly, 2008;Hall, n.d.).…”

Positive Behavioral Interventions and Supports in High Schools: A Case Study From New Hampshire

“…Within a PBIS framework, external consultants, often referred to as PBIS coaches, guide the school teams through the stages and elements of the multi-tiered model and help school leaders and staff to address implementation issues such as: (a) the complexity of the implementation process, (b) using data for decision making, (c) the role of interdisciplinary leadership and collaboration, and (d) provide technical assistance (Forman & Crystal, 2015). PBIS coaches also address implementation barriers such as a lack staff buy-in (Bohanon & Wu, 2014;Lohrmann, Martin, & Patil, 2013) and resistance to implementing PBIS practices that may result from misunderstandings about the approach, existing problems with school climate, and opposing philosophical ideology (Tyre & Feuerborn, 2016). External PBIS coaches provide support to teams and administrators so they can see the relevance of and appropriately apply the PBIS strategies within their school's context and culture.…”

“…While a majority of the schools that have implemented PBIS nationally are at the PBIS IN HIGH SCHOOLS elementary level, there is promising evidence that PBIS implementation can also improve student outcomes at the high school level (Bohanon, 2015;Bohanon & Wu, 2014;Bradshaw, Pas, Debnam, & Johnson, 2015;Flannery et al, 2014); Flannery, Guest, & Horner, 2010;Freeman et al, 2016;Lane, Wehby, Robertson, & Rogers, 2007). Despite this emerging work, there is a need for examples of how to implement the PBIS multi-tiered framework in the high school context, including how to promote social values that are contextually and developmentally relevant to the unique needs of adolescents, how to incorporate the developmental tasks of the transition from school to career, and how to address the challenges of implementation in the secondary school environment.…”