Predicting Abandonment of School-wide Positive Behavioral Interventions and Supports

Abstract

This study examines predictors of abandonment of evidence-based practices through descriptive analyses of extant state-level training data, fidelity of implementation data, and nationally reported school demographic data across 915 schools in three states implementing school-wide positive behavioral interventions and supports (SWPBIS). Schools included in this study were tracked for a 5-year period after initial training, yet some elected to abandon SWPBIS at various times during implementation. Results showed that a small proportion of schools in the sample abandoned SWPBIS (7%). Logistic regression analysis identified school locale as the only statistically significant predictor of SWPBIS abandonment with schools located in cities being more likely to abandon. Results are discussed in terms of addressing types of schools at greater risk for abandonment and the importance of state-level training and coaching support.

Variables Contributing to Abandonment and Readoption of SWPBIS

“…However, less is known about the specific factors that are predictably related to the cessation, or abandonment , of previously implemented evidence-based practices by schools and districts. Much of what is understood about abandonment comes from a small number of descriptive studies focused on identifying factors that have led to schools and districts discontinuing the use of effective practices following the removal of formal support from university researchers (Fuchs et al, 1996; Nese et al, 2016). These studies have pointed largely to district- and systems-level variables as primary reasons for the abandonment of effective practices by schools.…”

“…Although research exists on examining factors related to the sustained implementation of SWPBIS, few studies have focused on factors related to school abandonment of SWPBIS practices. In the only large-scale abandonment study to date, Nese et al (2016) examined school demographics (i.e., school type, school urbanicity) and implementation fidelity in Year 1 of implementation as predictors of abandonment of SWPBIS practices at Tier 1, using a sample of more than 900 schools. School locale was the only statistically significant predictor of school abandonment, with urban schools being approximately 13 times more likely than rural schools to abandon SWPBIS.…”

“…The authors also noted that all but one of the abandoning schools were classified as Title I (i.e., schools in which 40% or more of the student population are eligible for free or reduced-price lunch). Although Nese et al (2016) provided an initial examination into factors predicting abandonment of SWPBIS, more research is needed to identify other malleable factors, such as district and school factors, that could be altered to safeguard against abandonment.…”

“…Despite these recommendations, in effort to address the academic, behavioral, and social-emotional needs of an ever-changing student population, schools often attempt to adopt and implement school-wide practices without first building the systems and supports needed to fully adopt and sustain implementation over time. As a result, schools and districts dedicate valuable time and resources to implementing innovations only to abandon them, often before they are fully implemented (Nese et al, 2016). This continuous cycle of adoption-followed-by-abandonment can negatively affect student outcomes and can reduce staff morale and their much-needed willingness to fully invest in new programs and initiatives in the future (Klingner et al, 2013).…”

A Survey of Team Members’ Perceptions of Coaching Activities Related to Tier 1 SWPBIS Implementation

“…Educators invest considerable resources implementing evidence-based practices (EBPs) that may not last beyond a few years (Adelman & Taylor, 2003; Pinkelman, McIntosh, Rasplica, Berg, & Strickland-Cohen, 2015). When schools abandon or fail to implement EBPs to fidelity, the positive effects of adopting a new practice can be diminished (Latham, 1988; Nese et al, 2016). Access to coaching may help educators to sustain the use of EBPs, even when schools experience significant turn-over of teachers and administrators (Adelman & Taylor, 2007; Strickland-Cohen, McIntosh, & Horner, 2014).…”