Implementing Schoolwide Positive Behavior Interventions and Supports in High Schools

Swain-Bradway, Jessica; Pinkney, Christopher J.; Flannery, K. Brigid

doi:10.1177/0040059915580030

Cited by 18 publications

(13 citation statements)

References 12 publications

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“…Because SWPBIS has been identified as a framework that can promote inclusive practices (Kurth & Enyart, 2016;Shogren et al, 2015), we hypothesized that the extent to which students with severe disabilities are included in general education settings might affect the inclusion of students with severe disabilities in SWPBIS. Likewise, we hypothesized that school level might influence school personnel responses, as those working in middle and high schools face unique challenges related to implementation of SWPBIS (e.g., Swain-Bradway, Pinkney, & Flannery, 2015). Finally, we hypothesized that the years and tiers of SWPBIS implementation might affect the inclusion of students with severe disabilities in SWPBIS, as these variables likely reflect the stage of SWPBIS implementation (e.g., initial exploration or adoption stage vs. full implementation or continuous regeneration phase; Fixsen, Naoom, Blase, Friedman, & Wallace, 2005), thereby potentially affecting the capacity of schools to support students with severe disabilities across all tiers.…”

Section: Purpose and Research Questionsmentioning

confidence: 99%

Examining the Inclusion of Students with Severe Disabilities in School-Wide Positive Behavioral Interventions and Supports

Walker

Loman

Hara

et al. 2018

Research and Practice for Persons with Severe Disabilities

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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.

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Section: Purpose and Research Questionsmentioning

confidence: 99%

Examining the Inclusion of Students with Severe Disabilities in School-Wide Positive Behavioral Interventions and Supports

Walker

Loman

Hara

et al. 2018

Research and Practice for Persons with Severe Disabilities

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“…Therefore, personal beliefs, values, and motivation are strongly linked with the acceptance of an approach (also referred to as “buy-in”) and, consequently, with implementation fidelity and effectiveness (McIntosh et al, 2013). Swain-Bradway, Pinkney, and Flannery (2015) reported that staff buy-in is an important condition for successful and sustainable implementation of SWPBIS. To maximize staff buy-in, it is necessary to take into account differences in customs, traditions, and underlying values.…”

Section: Implementing Swpbismentioning

confidence: 99%

Cultural Challenges in Adapting SWPBIS to a Dutch Context

Nelen

Willemse

Oudheusden

et al. 2019

Journal of Positive Behavior Interventions

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The transfer and adoption of school-wide approaches, like School-Wide Positive Behavior Interventions and Supports (SWPBIS), from one country to another, is an underexamined process. SWPBIS was mainly developed in the US. Although research shows that implementation of SWPBIS contributes to a positive school climate and a decrease in problem behavior, little is known about the generalizability of the effects in other countries. Of special interest is the role of underlying cultural values and concepts as reflected in SWPBIS. This can influence the acceptance of teachers and principals when implementing SWPBIS in another country. SWPBIS procedures need to be adjusted to the educational context where it is implemented. As a consequence, fidelity of implementation can be at stake when adjustments affect not only SWPBIS procedures (e.g., the way expected behavior is taught) but also core features (e.g., teaching of behavior). In this study, we explored cultural adaptation efforts in the Netherlands. We have drawn on perceptions of Dutch SWPBIS experts. In two sessions, 12 and then 10 experts were questioned. Results suggested that core features of SWPBIS seemed to be quite consistent across cultures, but adaptations in procedures were necessary.

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“…As such, it may be that students with higher risk scores in the middle school years do not complete high school. Building on recent work examining shifts in risk from the elementary to middle school years (Lane, Oakes, Carter, & Messenger, 2015), it will be important to also explore shifts in risk from middle to high school settingsaddressing an understudied area (Swain-Bradway, Pinkney, & Flannery, 2015). At a cursory look, graduation rates ranged from 87.9% (HS 2 State A) to 94.4% (HS 1 State C).…”

Section: Ms/hsmentioning

confidence: 99%

“…Second, the schools in this sample were in various stages of implementation of their respective tiered systems of support, receiving quite varied levels of technical assistance (TA) from state, district, and university personnel (Swain-Bradway et al, 2015). Some schools were concluding the year of developing their Ci3T model of prevention, and some implemented PBIS for a number of years.…”

Section: Considerations: Limitations and Future Directionsmentioning

confidence: 99%

Screening for Intensive Intervention Needs in Secondary Schools

Lane

Oakes

Lusk

et al. 2016

Journal of Emotional and Behavioral Disorders

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In this article, we provided descriptive and methodological illustrations of how to conduct systematic behavior screenings at the middle and high school levels to detect students with intensive intervention needs using one systematic screening tool: the Student Risk Screening Scale. We discussed the importance of systematic screening and presented data from secondary schools conducting systematic screenings to illustrate the proportion of students with these intensive needs. Results suggested 5.49% of the more than 10,000 students placed into the high-risk category, with results varying across states and school levels (middle vs. high school). Then, we offered recommendations for using systematic screening data to address the needs of middle- and high-school students including the use of research-based, intensive supports within tiered systems of support. We discussed challenges of conducting screenings in secondary school settings and addressed limitations and future directions for subsequent inquiry.

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Implementing Schoolwide Positive Behavior Interventions and Supports in High Schools

Cited by 18 publications

References 12 publications

Examining the Inclusion of Students with Severe Disabilities in School-Wide Positive Behavioral Interventions and Supports

Examining the Inclusion of Students with Severe Disabilities in School-Wide Positive Behavioral Interventions and Supports

Cultural Challenges in Adapting SWPBIS to a Dutch Context

Screening for Intensive Intervention Needs in Secondary Schools

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