Stakeholder perceptions of contextual factors related to PBIS implementation in high need schools

McDaniel, Sara C.; Kim, Sun-Young; Kwon, Dong-Jin; Choi, Youn-Jeng

doi:10.1080/10796126.2018.1518777

Cited by 11 publications

(6 citation statements)

References 23 publications

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“…Notably, rural schools had significantly lower scores on the PBIS Team subscale, which includes only 3 items: “Team has administrative support,” “Team has regular meetings (at least monthly),” and “Team has established a clear mission/purpose.” There are several potential reasons for the difference when reviewing previous studies. In a study that looked at high needs schools, including rural schools, McDaniel et al (2018) identified five factors to consider when implementing in high needs schools, including SWPBIS Readiness (e.g., buy-in and foundational skills) and Stakeholder Support (e.g., parents, administrators, teachers, and community). The results suggest that technical assistance with rural schools should consider these two factors as a high priority.…”

Section: Discussionmentioning

confidence: 99%

Exploring SWPBIS Implementation Outcomes in Rural and Urban Schools in Florida

Gage

Kern

George

et al. 2022

Rural Special Education Quarterly

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Rural schools experience unique challenges, including teacher quality and teacher retention, limited resources, and availability of funding. Furthermore, access to professional development and, subsequently, implementation of evidence-based practices may also be limited in rural settings. One evidence-based framework for implementing evidence-based practices, School-Wide Positive Behavioral Interventions and Supports (SWPBIS), has been widely implemented, including in rural and urban schools. Yet, very little research has explicitly compared rural and urban schools implementing SWPBIS with regard to implementation and discipline. Therefore, we examined statewide data to evaluate differences between rural and urban schools implementing SWPBIS in Florida. We found that both rural and urban schools were equally likely to implement all the components of SWPBIS. When comparing schools, we found that rural schools implementing SWPBIS had more out-of-school suspensions than nonimplementing rural schools, while the opposite was true for urban schools. Limitations and future research are discussed.

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Section: Discussionmentioning

confidence: 99%

Exploring SWPBIS Implementation Outcomes in Rural and Urban Schools in Florida

Gage

Kern

George

et al. 2022

Rural Special Education Quarterly

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“…Hence, we developed the 27-item EBD Pandemic Survey (McDaniel et al, 2020) to collect data regarding the services and supports school personnel in K–12 settings reported providing to students with EBD and the extent to which these personnel felt they were able to implement the IEP and address students’ social, emotional, and behavioral needs. The survey was developed collaboratively, drawing on the knowledge and experiences of the author team, all of whom have doctorates in special education and experience developing and conducting surveys (e.g., Bruhn et al, 2014; McDaniel et al, 2018; Walker et al, 2019), and practitioners responsible for providing and administering services for students with EBD during the pandemic. First, the authors met to conceptualize the broader purpose of the survey and generate potential items.…”

Section: Methodsmentioning

confidence: 99%

Meeting the Needs of Students With Emotional and Behavioral Disorders During the COVID-19 School Closures

Bruhn

Choi

McDaniel

et al. 2022

Behavioral Disorders

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The COVID-19 global pandemic left many educators making an emergency transition to remote instruction when schools were initially closed. Although this transition was likely difficult for most students, it may have been particularly difficult for students with emotional or behavioral disorders who have complex and resource-intensive social, emotional, and behavioral needs. The purpose of this study was to examine the extent to which special educators and related service providers felt they were able to meet those needs in the context of the pandemic occurring in the Spring of 2020. Results indicated respondents’ perceptions of their ability to meet students’ needs and implement their students’ individualized education programs (IEPs) were moderated by policies on remote instruction and students’ access to technology. In addition, respondents suggested district- and school-level response strategies, professional development on remote instruction, access to the internet at home, and additional technology would be helpful in future school closures. Implications and limitations are discussed.

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“…While our findings about PBIS fidelity and its impact on PBIS efficacy are important, these findings were presented for all of the schools in this sample. Given the suggestion in prior research questioning the effectiveness of PBIS in schools with large numbers of students from minoritized backgrounds (Baule & Superior, 2020;McDaniel et al, 2018;Nese et al, 2016), the current investigation should be replicated in future research examining the impact of student diversity on these findings.…”

Section: Limitations and Future Directionsmentioning

confidence: 97%

PBIS fidelity, school climate, and student discipline: A longitudinal study of secondary schools

Elrod

Rice

Meyers

2021

Psychology in the Schools

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Creating safe and supportive environments where students engage in prosocial behaviors is a priority and Positive Behavioral Interventions and Supports (PBIS) are used to achieve these goals. This study investigated relationships between PBIS fidelity, school climate, and office discipline referrals (ODRs). Participants were 204,701 students in 288 middle and high schools. Results indicated that additional years of PBIS implementation were related to greater fidelity, stronger school climate, and fewer ODRs. Findings also showed that students' perceptions of school climate in earlier years predicted fidelity and ODRs in later years. Further, ODRs reported during earlier years of PBIS implementation predicted fidelity and school climate in later years. Implications for research and practice are discussed, including considerations for how the whole-school environment can affect PBIS implementation. Future research should investigate school level (i.e., elementary, middle, and high school) and school diversity as moderators of the relationship between PBIS fidelity, school climate, and behavioral outcomes. Researchers and policymakers should use multidimensional school climate scales rather than relying only on unidimensional measures. Finally, since school climate influenced fidelity, schools that create safe/supportive environments can maximize the effective implementation of complex strategies like PBIS.

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Stakeholder perceptions of contextual factors related to PBIS implementation in high need schools

Cited by 11 publications

References 23 publications

Exploring SWPBIS Implementation Outcomes in Rural and Urban Schools in Florida

Exploring SWPBIS Implementation Outcomes in Rural and Urban Schools in Florida

Meeting the Needs of Students With Emotional and Behavioral Disorders During the COVID-19 School Closures

PBIS fidelity, school climate, and student discipline: A longitudinal study of secondary schools

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