The factors that count: predicting implementation fidelity of evidence-based behavioural supports in Australian schools

Fox, Russell A.; Sharma, Umesh; Leif, Erin S.

doi:10.1080/13603116.2021.1979669

Cited by 5 publications

(3 citation statements)

References 30 publications

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“…MTSS Tier 2 teams work collaboratively to develop appropriate interventions. They engage in professional development to design an effective and efficient process for identifying and supporting students in small groups (Fox et al, 2021; Olsen, Levy, & Pianta, 2023b). They review data on a regular basis to ensure that students are getting the targeted help they need.…”

Section: Planning Implementing and Evaluating Tier 2 Interventionsmentioning

confidence: 99%

Strategies to Enhance Implementation Fidelity in School-Counselor-Led, Culturally Affirming Tier 2 Groups

Donohue,

Smith Durkin,

Frank

2024

Professional School Counseling

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Multitiered systems of support (MTSS) teams use data to match student needs with an appropriate Tier 2 intervention. School counselors mobilize quickly to provide evidence-based and culturally affirming interventions. We present a compilation of best practices for delivering culturally affirming, small-group Tier 2 interventions with fidelity. Discussion includes implications for training; school-counselor-led, culturally affirming small-group intervention planning; strategies to ensure fidelity of implementation; and viewing data using an antiracist lens.

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Section: Planning Implementing and Evaluating Tier 2 Interventionsmentioning

confidence: 99%

Strategies to Enhance Implementation Fidelity in School-Counselor-Led, Culturally Affirming Tier 2 Groups

Donohue,

Smith Durkin,

Frank

2024

Professional School Counseling

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“…Teachers who feel they do not have the time or effort required to use SWPBIS practices (e.g., data review, consistently using reinforcement) may be less likely to implement them with fidelity, constraining the positive impact SWP-BIS might otherwise have for students. Indeed, educators commonly cite lack of time as a key barrier to successfully implementing components of SWPBIS across various phases of implementation (Fox et al, 2021;McIntosh et al, 2014;Pinkelman et al, 2015).…”

Section: Role Of Feasibility In Achieving High Quality Implementation...mentioning

confidence: 99%

Teacher Perceptions of Implementation Climate Related to Feasibility of Implementing Schoolwide Positive Behavior Supports and Interventions

Corbin

Hugh

Ehrhart

et al. 2022

School Mental Health

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For Schoolwide Positive Behavior Interventions and Supports (SWPBIS) to be effective, educators must use the practices as intended. Whether a teacher uses a practice as intended can depend, in part, on how feasible the practice is perceived to be. Identifying malleable factors associated with teachers’ perceptions of SWPBIS feasibility can help schools identify targeted supports to improve feasibility. Implementation climate, or the shared perception among implementers that their school supports implementation efforts, is known to promote high quality implementation. However, little is known about how individuals’ perceptions of their school’s implementation climate may influence their perceptions of feasibility. The lack of empirical evidence points to a need to explore whether educators’ shared and individual perceptions of implementation climate influence feasibility of implementing SWPBIS. Therefore, this study examines the link between teachers’ individual and shared perceptions of implementation climate related to the feasibility of implementing SWPBIS in a sample of 348 K-5 general education teachers across 39 elementary schools in the pacific northwestern United States. Results indicate that teachers who experience their schools’ implementation climate as positive are more likely to report SWPBIS as feasible, controlling for teachers’ shared perceptions of implementation climate. Implications for schools aiming to improve their implementation of SWPBIS, including the development of individualized implementation supports (e.g., tailoring implementation strategies to support each and every teacher), are discussed.

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“…As such, there is growing interest in understanding how individual-level factors, like beliefs, can be targeted through training and coaching to improve implementation and outcomes (Owens et al, 2014). For example, studies have demonstrated that teachers’ beliefs can predict their implementation fidelity (e.g., Clayback et al, 2022; Fox et al, 2021). Research suggests that teachers implement programs more successfully when they have positive perceptions of the program, believe it will produce positive outcomes, and feel confident in their ability to deliver the program (Durlak & DuPre, 2008).…”

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confidence: 99%

Evidence for the Technical Adequacy of the Teacher Social and Emotional Learning (SEL) Beliefs Scale

Miller

2023

Assessment for Effective Intervention

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Implementation of social emotional learning (SEL) programs and practices is becoming increasingly prevalent in Pre K–12 educational settings. Research provides robust evidence to support positive outcomes associated with SEL implementation; however, we also know that implementation can be impacted by a variety of different individual and organizational factors. Teacher beliefs can influence how teachers implement SEL programming and represent an important area of study. The purpose of this study was to explore evidence for the technical adequacy of the Teacher SEL Beliefs Scale by examining the internal structure, internal consistency, and relations between subscale scores and teacher self-reported implementation fidelity of the Second Step SEL program. Confirmatory factor analysis of 103 teachers’ responses indicated that the three-factor solution found by prior authors, consisting of Comfort, Commitment, and Culture subscales, was also supported in the current sample. Moreover, ordinal logistic regression analyses suggested that the Comfort factor was significantly associated with how consistently teachers reported implementing the Second Step program. Implications for practice and future research are discussed.

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The factors that count: predicting implementation fidelity of evidence-based behavioural supports in Australian schools

Cited by 5 publications

References 30 publications

Strategies to Enhance Implementation Fidelity in School-Counselor-Led, Culturally Affirming Tier 2 Groups

Strategies to Enhance Implementation Fidelity in School-Counselor-Led, Culturally Affirming Tier 2 Groups

Teacher Perceptions of Implementation Climate Related to Feasibility of Implementing Schoolwide Positive Behavior Supports and Interventions

Evidence for the Technical Adequacy of the Teacher Social and Emotional Learning (SEL) Beliefs Scale

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