Perceived Enablers and Barriers Related to Sustainability of School-Wide Positive Behavioral Interventions and Supports

Pinkelman, Sarah E.; McIntosh, Kent; Rasplica, Caitlin; Berg, Tricia; Strickland–Cohen, M. Kathleen

doi:10.17988/0198-7429-40.3.171

Cited by 82 publications

(73 citation statements)

References 35 publications

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“…This is consistent with CHILDHOOD OBESITY August 2020 S-49 other studies that have shown that schools have little time and few resources to implement school health programs. 61…”

Section: Discussionmentioning

confidence: 99%

Impact of a Gardening and Physical Activity Intervention in Title 1 Schools: The TGEG Study

Berg

Warren²,

McIntosh

et al. 2020

Childhood Obesity

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Background: The purpose of the Texas!Grow!Eat!Go! (TGEG) study was to assess individual and combined effects of schoolbased gardening and physical activity (PA) interventions on children's eating and PA behaviors and obesity status. Methods: Using a 2 • 2 design, 28 low-income schools in Texas were randomized to 1 of 4 conditions: (1) School Garden intervention (Learn!Grow!Eat!Go! [LGEG]), (2) PA intervention (Walk Across Texas [WAT!]), (3) both Garden and PA intervention (Combined), or (4) neither Garden nor PA intervention (Control). Participants included 1326 third grade students and parents (42% Hispanic; 78% free/reduced lunch). Student and parent data were collected at the beginning and end of the school year. Two different sets of analyses measuring pre-post changes in outcomes within and across conditions were estimated by factorial ANOVAs using mixed models adjusted for demographics. Results: Main effect analyses indicate that relative to children at schools that did not receive LGEG, children at schools that received LGEG, either individually or in combination with WAT!, showed significant increases in Nutrition knowledge, Vegetable preference, and Vegetable tasted (p < 0.001 in all cases). Within-group analyses show that compared to Comparison, children in the WAT! group significantly increased in the amount of time parents and children were active together (p = 0.038). In addition, children in LGEG and WAT! schools significantly decreased BMI percentile (p = 0.042, p = 0.039, respectively), relative to children in Comparison schools. Conclusions: Both the garden and PA interventions independently produced significant changes related to healthy lifestyle behaviors. However, combining the two interventions did not show greater impact than the single interventions, underscoring the need for more research to determine how to better implement comprehensive interventions at schools.

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“…This is consistent with CHILDHOOD OBESITY August 2020 S-49 other studies that have shown that schools have little time and few resources to implement school health programs. 61…”

Section: Discussionmentioning

confidence: 99%

Impact of a Gardening and Physical Activity Intervention in Title 1 Schools: The TGEG Study

Berg

Warren²,

McIntosh

et al. 2020

Childhood Obesity

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“…Qualitative analyses revealed that limited resources (including time and funding) were identified as the most significant barriers to sustaining SWPBIS; other frequently endorsed barriers included high rates of staff turnover, low fidelity of implementation, and insufficient staff buy-in. Pinkelman et al (2015) aimed to replicate and expand the results of McIntosh et al, using a larger and more diverse sample. Also based on qualitative analyses, the most frequently reported barriers were limited staff buy-in, followed by insufficient resources, both temporal (i.e., time to do SWPBIS activities) and monetary (i.e., funding).…”

Section: Barriers To Sustainability Of School-wide Positive Behavioramentioning

confidence: 98%

Examining Barriers to Sustained Implementation of School-Wide Prevention Practices

Turri

Mercer

McIntosh

et al. 2016

Assessment for Effective Intervention

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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.

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“…Participants noted more hindering than helping CIs in this category. This pattern may indicate some benefits of a supportive principal, but even stronger drawbacks of an unsupportive principal (Bambara et al, 2009;Pinkelman, McIntosh, Rasplica, Berg, & Strickland-Cohen, 2014). These findings may explain seemingly contradictory findings that school personnel perceive school administrators as the most important factor in promoting sustainability , whereas empirical studies from the same sample indicate administrator support as less influential than effective teaming and use of data for decision making (McIntosh et al, 2013).…”

Section: Unique Contributions or Elaborationsmentioning

confidence: 99%

Critical Incidents in Sustaining School-Wide Positive Behavioral Interventions and Supports

et al. 2014

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Educators today are being challenged to meet social behavior needs in addition to academic objectives, in an environment where time and resources are already stretched to capacity. Rising dissatisfaction with reactive and punitive approaches to school discipline has resulted in a paradigm shift toward more broad-based, preventive, and ecological approaches to supporting student behavior needs. School-Wide Positive Behavioral Interventions and Supports (SWPBIS; Horner et al., 2009) is one example of a framework for supporting student behavior that incorporates the principles of applied behavior analysis, contextual validity, systems change, inclusive ethics, and stakeholder collaboration to enhance learning and social environments with a preventive, systems-level approach. SWPBIS has emerged as an effective, efficient, and socially valid approach for improving behavior outcomes and social competencies

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Perceived Enablers and Barriers Related to Sustainability of School-Wide Positive Behavioral Interventions and Supports

Cited by 82 publications

References 35 publications

Impact of a Gardening and Physical Activity Intervention in Title 1 Schools: The TGEG Study

Impact of a Gardening and Physical Activity Intervention in Title 1 Schools: The TGEG Study

Examining Barriers to Sustained Implementation of School-Wide Prevention Practices

Critical Incidents in Sustaining School-Wide Positive Behavioral Interventions and Supports

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