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Identifying and Predicting Distinct Patterns of Implementation in a School-Wide Behavior Support Framework

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Abstract

The purpose of this study was to examine the extent to which distinct patterns of fidelity of implementation emerged for 5331 schools over a 5-year course of implementing school-wide positive behavioral interventions and supports (SWPBIS). We used latent class analysis to classify schools based on their likelihood of implementing SWPBIS with fidelity each year, then assessed school and district predictors of classifications. A four-class solution fit the model well, with two patterns of sustained implementation (Sustainers and Slow Starters) and two patterns of practice abandonment (Late Abandoners and Rapid Abandoners). Significant predictors of group membership included grade levels served, enrollment, proportion of schools implementing SWPBIS in the district (“critical mass”), and size of the implementation cohort (“community of practice”). Elementary schools, larger schools, schools in districts with more schools already implementing SWPBIS, and those starting within a larger initial district cohort were more likely to be in the sustaining classes. Results are discussed in terms of understanding patterns of implementation in schools to enhance sustained implementation of school practices.

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Authors and Affiliations

  1. University of Oregon, Eugene, OR, USA

    Kent McIntosh & Rhonda N. T. Nese

  2. University of British Columbia, Vancouver, BC, Canada

    Sterett H. Mercer & Adam Ghemraoui

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  1. Kent McIntosh
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  2. Sterett H. Mercer
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  3. Rhonda N. T. Nese
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Correspondence to Kent McIntosh.

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Funding

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant R324A120278 to the University of Oregon. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

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The authors declare that they have no conflict of interest.

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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. For this type of study, formal consent is not required.

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The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant R324A120278 to the University of Oregon. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

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McIntosh, K., Mercer, S.H., Nese, R.N.T. et al. Identifying and Predicting Distinct Patterns of Implementation in a School-Wide Behavior Support Framework. Prev Sci 17, 992–1001 (2016). https://doi.org/10.1007/s11121-016-0700-1

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