Heather Peshak George

A Model for Statewide Evaluation of a Universal Positive Behavior Support Initiative

Several statewide evaluations of Tier 1/Universal Level Positive Behavior Support (PBS) implementation efforts have been conducted, adhering to the evaluation template developed by Horner, Sugai, and Lewis-Palmer in 2005. Building on these examples, Florida’s Positive Behavior Support Project developed a comprehensive evaluation system that sought to answer critical questions about building a scalable and sustainable PBS system at the state level that also provides data for decision making at the school and district levels. This article describes Florida’s evaluation system as a model driven by 12 questions, including topics of implementation fidelity as both a dependent and independent variable, and expanding traditional questions of statewide evaluations to include consumer satisfaction, team processes, barriers and facilitators to implementation, and attrition. The data indicated that implementing Tier 1/Universal Level PBS with fidelity was associated with improved student outcomes. Additional findings are described as are considerations for future directions.

The Relationship between School-Wide Implementation of Positive Behavior Intervention and Supports and Student Discipline Outcomes.

School-Wide Positive Behavior Interventions and Supports (SWPBIS) is a systems approach to supporting the social and emotional needs of all children utilized by more than 21,000 schools across the nation. Data from numerous studies and state projects’ evaluation reports point to the impact of SWPBIS on student outcomes (office discipline referrals [ODRs], in-school suspensions [ISSs], out-of-school suspensions [OSSs]) and the possible relationship between implementation fidelity and those student outcomes. With data from 1,122 Florida schools, this study used a longitudinal design to examine the associations between the total score and 10 subscale scores on the Benchmarks of Quality (BoQ), a validated SWPBIS implementation fidelity measure, and school-level behavioral outcomes: ODRs, ISSs, and OSSs. Results of these analyses found a decreasing trend across all three behavioral outcomes, and schools having higher BoQ total scores realized lower ODRs and had corresponding fewer ISSs and OSSs. Of the 10 subscales, the Classroom was negatively and significantly associated with ODRs and OSSs, whereas the BoQ Data Entry Plan was positively and significantly associated with ODRs at initial status and across time after controlling for school-level characteristics (e.g., size, number of years of implementation). The implications of the findings for SWPBIS assessment and intervention in the classroom are discussed.

Review of the Positive Behavior Support Training Curriculum: Supervisory and Direct Support Editions.

In the past several years, the values and practices of positive behavior support (PBS) have had a significant impact on services provided to adults and children with disabilities. Evidence of this impact can be seen in federal grants and laws such as the Individuals with Disabilities Education Act Amendments of 1997 (IDEA, 1997), a professional journal (the Journal of Positive Behavior Interventions), and an established organization (the Association for Positive Behavior Support). With this emergence comes a continued need for clearly defining PBS, identifying the skills evident in a competent practitioner, and effectively teaching those skills to supervisors, teachers, direct support staff, and other professionals. It is with these concerns in mind that we will review the training materials Positive Behavior Support Training Curriculum: Supervisory and Direct Support Editions (PBS-TC).

School-Wide Prevention and Early Intervention: A Process for Establishing a System of School-Wide Behavior Support.

Abstract Recently, the issue of developing school-wide systems of behavior support has received significant attention from school administrators around the country and in the literature. A number of articles have described the various levels of behavior support (e.g., school-wide, nonclassroom, classroom, and individual student levels). Additionally, recent case studies have highlighted the effectiveness of this approach in reducing the number of reported discipline incidents and improving student achievement and overall school climate, particularly in elementary and middle schools. The purpose of this article is to synthesize existing information and experiences into a description of the essential components in the process for developing a system of prevention and early intervention in schools. Furthermore, a cohesive model for developing and implementing system-wide behavior support will be outlined. Such a model is intended to support administrators to evaluate current and emerging needs in light of existing resources in an effort to improve school climate by reducing incidents of problem behavior.

Evaluating Implementation of Schoolwide Behavior Support: Are We Doing It Well?

This article describes the procedures and utility of the Benchmarks of Quality as part of a comprehensive evaluation plan to assess the universal level of implementation fidelity of behavior support for a school. However, results can also be examined to determine the level of implementation fidelity across a district or state for ongoing behavioral training and technical assistance planning. A recent factor analysis and validation of various administration techniques has changed the content of the instrument and are discussed. The purpose of this article is to describe how practitioners can use the Benchmarks of Quality from administration to analysis and eventually to corrective action planning in addressing behavior successfully across individual schools and districts.

Technical Adequacy of the SWPBIS Tiered Fidelity Inventory.

Full and durable implementation of school-based interventions is supported by regular evaluation of fidelity of implementation. Multiple assessments have been developed to evaluate the extent to which schools are applying the core features of school-wide positive behavioral interventions and supports (SWPBIS). The SWPBIS Tiered Fidelity Inventory (TFI) was developed to be used as an initial assessment to determine the extent to which a school is using (or needs) SWPBIS, a measure of SWPBIS fidelity of implementation at all three tiers of support, and a tool to guide action planning for further implementation efforts. In this research, we evaluated the psychometric properties of the TFI in three studies: a content validity study, a usability and reliability study, and a large-scale validation study. Results showed strong construct validity for assessing fidelity at all three tiers, strong interrater and 2-week test–retest reliability, high usability for action planning, and strong relations with existing SWPBIS fidelity measures. Implications for accurate evaluation planning are discussed.

An Evaluation of Group Contingency Interventions: The Role of Teacher Preference.

Group contingencies (GCs) vary in a variety of dimensions that may influence their efficacy and acceptability. This study evaluated the relative impact of four different GC types (independent, interdependent, dependent, and randomized) on classwide appropriate and disruptive student behaviors as well as how implementation of a teacher’s preferred contingency may enhance student behavioral outcomes. Three general education teachers and their students participated in the study. All four GCs resulted in reduced disruption and increased appropriate behavior across all three classrooms with no patterns of differentiation between contingency types. Teachers selected independent or dependent contingencies as their preferred reward system. Implementation of the preferred contingency resulted in further improvements in both classwide behaviors for all classes. Some evidence of generalization and maintenance was noted in all three classrooms.

An Examination of School Climate, Victimization, and Mental Health Problems Among Middle School Students Self-Identifying With Emotional and Behavioral Disorders:

The purpose of the current study was to examine perceptions of school climate among students who self-identify as having an emotional and behavioral disorder (EBD) and their counterparts without disabilities on the Georgia Student Health Survey 2.0. Although research examining the link between perceptions of school climate and student outcomes has increased, no research has examined how students with disabilities, particularly those with EBD, perceive school climate, and the relation of those perceptions to outcomes including peer victimization and mental health problems. The current study found that in comparison with students without disabilities (SWOD), students with EBD (SWEBD) reported significantly lower perceptions of school climate and significantly higher rates of mental health problems and peer victimization. Perceptions of school climate and mental health were inversely associated with reports of victimization among both SWOD and SWEBD. We discuss how educational leaders can improve school climate for SWEBD through tiered systems of supports such as School-Wide Positive Behavior Interventions and Supports to support mental health and reduce peer victimization.

District Practices Associated with Successful SWPBIS Implementation.

Schoolwide positive behavior interventions and supports (SWPBIS) is a widely implemented model for systematically supporting the social and behavioral development of students with and without disabilities, including those with and at risk for emotional and behavioral disorders. Identifying district factors associated with SWPBIS implementation fidelity and improved student outcomes can assist district personnel with appropriate allocation of resources, including professional development and school-based implementation support. Due to the limited empirical support for district-level factors that influence school practices and student outcomes, this exploratory study was conducted with the goal of identifying characteristics associated with school districts that have a high proportion of schools implementing SWPBIS with fidelity and sustained positive student discipline outcomes. Six high-implementing districts were identified, and semi-structured interviews with district staff were then conducted to identify common features staff attributed to their district’s positive outcomes. Analysis of those interviews revealed eight themes including District Coordinator, Coaches, District Teaming, Internal Implementation Drivers, Leadership Buy-In and Support, District Data Infrastructure, Direct Support to Schools, and Communication. Limitations and implications are discussed.

The Impact of School-Wide Positive Behavior Interventions and Supports on School Suspensions: A Statewide Quasi-Experimental Analysis

This study explored the effects of School-Wide Positive Behavior Interventions and Supports (SWPBIS) on school suspensions and behavioral incidents for elementary and intermediate schools in Georgia implementing with fidelity by comparing results with a propensity score–matched comparison group of schools that never received SWPBIS training. Significant decreases in suspensions and disciplinary exclusions were found in schools implementing with fidelity compared with matched comparison schools. Schools implementing SWPBIS with higher fidelity had fewer out-of-school suspensions and disciplinary incidents than schools implementing with lower levels of fidelity, but both groups had significantly fewer suspensions and incidents than the comparison group. When converted to standard mean difference effect sizes, results indicated medium to large effects. These findings suggest that SWPBIS is an effective model for reducing disciplinary exclusions and disciplinary incidents and that implementing SWPBIS with fidelity can result in meaningful improvements on student behavioral outcomes in schools.