On Sustainability of Project Innovations as Systemic Change

Adelman, Howard; Taylor, Linda

doi:10.1207/s1532768xjepc1401_01

Cited by 156 publications

(122 citation statements)

References 10 publications

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“…Two additional measurement trends are the use of office discipline referrals as an index of school-wide social culture (Irvin et (Adelman & Taylor, 2003;Mclntosh, Horner & Sugai, 2009). To date, the majority of studies examining sustained effects have been descriptive in design and documented that SWPBS was sustainable with continued levels of office discipline referral reduction (Barrett, Bradshaw, & Lewis-Palmer, 2008;Taylor-Green et al, 1997).…”

Section: The Research Employs Valid and Reliable Measuresmentioning

confidence: 99%

Examining the Evidence Base for School-Wide Positive Behavior Support

Horner¹,

Sugai²,

Anderson³

2010

focusXchild

379

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As the field of education embraces the task of adopting evidence-based practices, ongoing discussion about the standards and format for determining whether an intervention is supported by data on its effectiveness will be appropriate. We propose here six criteria that may be useful in this discussion and .apply these criteria to assessment of Schoolwide Positive Behavior Support (SWPBS). Because multiple systems and practices are combined within a three-tiered behavior support framework, SWPBS presents a complex, though useful, example. We propose that a sufficiently rigorous and voluminous body of scholarship establishes SWPBS as an evidence-based practice for use in public schools, by typical educational personnel, to decrease problem behavior and promote prosocial behavior. Further research is needed, however, to Ijetter assess the breadth, interaction effects with effective intervention, and sustainability of SWPBS implementation and outcomes.

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Section: The Research Employs Valid and Reliable Measuresmentioning

confidence: 99%

Examining the Evidence Base for School-Wide Positive Behavior Support

Horner¹,

Sugai²,

Anderson³

2010

focusXchild

379

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“…This is a large discrepancy and the researchers interpret this as indication that there was already a stronger sense of collaboration before implementation began. The presence of a strong sense of community and collaboration aid in the sustainability of a program (Adelman & Taylor, 2003). This outcome reinforces the importance of bringing a school-wide implementation to a healthy campus where collaboration is already fostered.…”

Section: Discussionmentioning

confidence: 63%

Educator perceptions of a schoolwide writing intervention implementation: Implications for practice

Smith

Crim

Bos

2018

Preventing School Failure: Alternative Education for Children a

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Students with disabilities continue to perform below peers without disabilities in writing. To address the need for improving written expression for students with learning differences, schools are implementing instructional strategies. This study investigated teacher perceptions of a fouryear, school-wide, K-12 implementation of Strategic Instruction Model (SIM) Learning Strategies addressing written expression. A survey (n=22) and semi-structured interviews (n=16) were administered to examine the perceptions of educators on school-wide supports to strengthen writing skills across all grades and content areas. The analysis of these data can provide insight to faculty knowledge and attitudes toward implementation of SIM as well as guidance to inform change and implementation practices in providing targeted intervention in writing to address K-12 goals for students with various learning differences.

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“…The fourth factor surrounds implementation time or how long the program has been active. Sufficient implementation time may be required to allow the program time to embed (Adelman & Taylor, 2003;Dusenbury & Hansen, 2004). Thus, positive effects may not immediately be apparent in the first cohorts of children.…”

Section: Research On the Effectiveness Of Social And Emotional Learnimentioning

confidence: 99%