Evaluating and Celebrating PBIS Success: Development and Implementation of Ohio's PBIS Recognition System

Noltemeyer, Amity; Petrasek, Michael; Stine, Karen; Palmer, Katelyn; Meehan, Cricket; Jordan, Emily

doi:10.1080/15377903.2017.1381659

Cited by 3 publications

(3 citation statements)

References 11 publications

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“…Due to this, it is possible that administrators perceive them as needing less support surrounding PBIS, and that other school personnel see less importance in communicating about PBIS with them. As school psychologists can and do contribute to PBIS at a systems level by serving on PBIS teams, assessing implementation fidelity, and providing guidance for data-based decision-making practices [15,26,27], it is concerning that they may not be receiving necessary support from administrators and important PBIS-related communication. A takeaway for best practice is for administrators to ensure that school psychologists are not only included in regular PBIS communications and feedback, but also given opportunities to participate in the positive culture of PBIS.…”

Section: Discussionmentioning

confidence: 99%

“…This finding acknowledges special education teachers as a particularly valuable resource within the overall success of PBIS models in school and makes the provision of resources and support to them a high priority for administrators. As such, school psychologists play an important consultative role at the systems level within a school, using their PBIS training to influence program success by serving on PBIS teams, assessing implementation fidelity, and providing guidance for data-based decision-making practices [15,26,27]. However, school psychologists engaged in PBIS work have reported difficulty navigating varied levels of buy-in from staff and school administrators and deficits in communication [27], which may ultimately affect their effectiveness in program delivery with fidelity.…”

Section: How Fidelity Of Implementation Affects School Personnelmentioning

confidence: 99%

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Translating School Faculty Experiences Using PBIS into Recommendations for Practice

Terrell

Cho

2023

Behavioral Sciences

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Positive Behavior Interventions and Supports (PBIS) is a behaviorally based framework that seeks to improve student outcomes in schools. This framework is implemented at differing levels of intensity within a school based on students’ unique needs. Special education teachers and school psychologists are integral pieces of PBIS implementation. Within the context of the COVID-19 pandemic, these service providers may face unique challenges in implementing PBIS principles in schools, particularly due to new or adapted role demands and increased feelings of burnout. The current study examined special education teachers’ and school psychologists’ perceptions of their schools’ practices related to PBIS in the wake of the COVID-19 pandemic within five dimensions of understanding and school-based support, as well as overall satisfaction with PBIS in their school. Opportunities for professional development and the presence of PBIS teams emerged as major contributors to faculty satisfaction; however, only about half of participants indicated access to these resources. Special education teachers indicated higher levels of satisfaction with their administrative support and school communication practices when compared to school psychologists. Best practices and reflections from interview participants are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: How Fidelity Of Implementation Affects School Personnelmentioning

confidence: 99%

Translating School Faculty Experiences Using PBIS into Recommendations for Practice

Terrell

Cho

2023

Behavioral Sciences

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“…However, the literature review identified few studies that used the tiered fidelity inventory (TFI; Algozzine et al, ) to measure fidelity. As one of the most frequently utilized measures and one that is required in most PBIS state recognition systems (Noltemeyer et al, ), it is important to consider how the role of implementation fidelity as measured by this specific tool plays in the relationship between SWPBIS and academic outcomes, given that it is a frequently used measure in schools to evaluate implementation and formulate school‐wide action plans.…”

Section: Outcomes Associated With Pbismentioning

confidence: 99%

Longitudinal disciplinary and achievement outcomes associated with school‐wide PBIS implementation level

James

Noltemeyer

Ritchie

et al. 2019

Psychology in the Schools

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Positive behavioral interventions and support (PBIS) is a multitiered framework for behavioral support that is being increasingly implemented in schools. Although research has linked PBIS to improved student outcomes, less research is longitudinal and considers both academic and behavioral outcomes. This study examined the relationships between changes in school‐wide (i.e., Tier I) PBIS implementation level and changes in disciplinary and achievement outcomes over a 2‐year period. Participants included 85 Ohio schools with data on PBIS implementation fidelity (from the tiered fidelity inventory, or TFI), out‐of‐school suspensions (OSSs), and statewide achievement tests for the 2015–2016 and 2016–2017 school years. Linear regressions were conducted to examine the degree to which changes in TFI Tier I scores predicted changes in OSS and achievement scores when controlling for school‐level demographic variables that also were related to the outcome variables. Changes in TFI Tier I scores was found to significantly predict changes in OSS per 100 students but not changes in achievement scores.

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Disciplinary and Achievement Outcomes Associated With School-Wide Positive Behavioral Interventions and Supports Implementation Level

Noltemeyer

Palmer

James

et al. 2019

School Psychology Review

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Evaluating and Celebrating PBIS Success: Development and Implementation of Ohio's PBIS Recognition System

Cited by 3 publications

References 11 publications

Translating School Faculty Experiences Using PBIS into Recommendations for Practice

Translating School Faculty Experiences Using PBIS into Recommendations for Practice

Longitudinal disciplinary and achievement outcomes associated with school‐wide PBIS implementation level

Disciplinary and Achievement Outcomes Associated With School-Wide Positive Behavioral Interventions and Supports Implementation Level

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