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Direct linkBastable, Eoin; Falcon, Sarah Fairbanks; McDaniel, Sara C.; McIntosh, Kent; Santiago-Rosario, Maria Reina – Journal of Positive Behavior Interventions, 2021
With the emergence of interventions shown to reduce school discipline disparities, it is important to explore what variables influence educators to implement these approaches. In-depth interviews were conducted with a purposeful sample of 21 educators asked to describe their experiences implementing an equity-focused Positive Behavioral…
Descriptors: Program Implementation, Positive Behavior Supports, Intervention, Student Behavior
Download full textBastable, Eoin; Falcon, Sarah Fairbanks; McDaniel, Sara C.; McIntosh, Kent; Santiago-Rosario, Maria Reina – Grantee Submission, 2021
With the emergence of interventions shown to reduce school discipline disparities, it is important to explore what variables influence educators to implement these approaches. In-depth interviews were conducted with a purposeful sample of 21 educators asked to describe their experiences implementing an equity-focused PBIS intervention. A…
Descriptors: Program Implementation, Positive Behavior Supports, Intervention, Student Behavior
Kittelman, Angus; Eliason, Bert M.; Dickey, Celeste Rossetto; McIntosh, Kent – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2018
School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is an evidence-based framework that provides a continuum of supports for students across multiple tiers (Tiers 1, 2, and 3). The implementation of SWPBIS is associated with improvements in student behavior, academic outcomes, and school climate (Bradshaw, Koth, Bevans, Ialongo,…
Descriptors: Positive Behavior Supports, Intervention, Behavior Modification, Student Behavior
Meng, Paul M.; McIntosh, Kent; Claassen, Jennette; Hoselton, Robert – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2016
School-wide positive behavioral interventions and supports (SWPBIS) is an example of a framework for implementing school-based practices with fidelity and durability. Critical features of SWPBIS include: (a) teaming; (b) data-based decision making; and (c) using systems for supporting staff in implementation. These features of SWPBIS allow…
Descriptors: Positive Behavior Supports, Intervention, Program Implementation, Teamwork
McIntosh, Kent; Predy, Larissa K.; Upreti, Gita; Hume, Amanda E.; Turri, Mary G.; Mathews, Susanna – Journal of Positive Behavior Interventions, 2014
The purpose of this study was to assess the perceived importance of specific contextual variables for initial implementation and sustainability of School-Wide Positive Behavior Support (SWPBS). A large, national sample of 257 school team members completed the "School-Wide Universal Behavior Sustainability Index: School Teams", a…
Descriptors: Behavior Modification, Educational Environment, Behavior Problems, Student Behavior
Strickland-Cohen, M. Kathleen; McIntosh, Kent; Horner, Robert H. – Grantee Submission, 2014
In the face of principal turnover, a common approach taken by staff is to simply wait until the new school year begins and hope that the new administrator will continue to support current programs. It is our experience that this passive strategy is not as helpful, because there are proactive approaches that are more likely to be successful. The…
Descriptors: Principals, Administrative Change, Labor Turnover, Sustainability
McIntosh, Kent; Mercer, Sterett H.; Hume, Amanda E.; Frank, Jennifer L.; Turri, Mary G.; Mathews, Susanna – Exceptional Children, 2013
The purpose of this study was to identify factors associated with sustainability of school-based interventions and the relative contributions of those factors to predicting sustained implementation of Schoolwide Positive Behavior Support (SWPBS). Participants were respondents from 217 schools across 14 U.S. states. Sustainability factors were…
Descriptors: Behavior Modification, Intervention, Sustainability, Factor Analysis
Andreou, Theresa E.; McIntosh, Kent; Ross, Scott W.; Kahn, Joshua D. – Grantee Submission, 2015
The purpose of this exploratory study was to identify, categorize, and describe practitioners' perspectives regarding factors that help and hinder sustainability of Tier I (universal) systems within School-wide Positive Behavioral Interventions and Supports (SWPBIS). Seventeen participants involved in sustaining Tier I SWPBIS over several years…
Descriptors: Positive Behavior Supports, Sustainability, Qualitative Research, Critical Incidents Method
Andreou, Theresa E.; McIntosh, Kent; Ross, Scott W.; Kahn, Joshua D. – Journal of Special Education, 2015
The purpose of this study was to identify, categorize, and describe practitioners' perspectives regarding factors that help and hinder sustainability of Tier I (universal) systems within School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Seventeen participants involved in sustaining Tier I SWPBIS over several years within a…
Descriptors: Intervention, Behavior Modification, Positive Reinforcement, Student Behavior
