Implementation of School-Wide Positive Behavioral Interventions and Supports (PBIS) in Elementary Schools: Observations from a Randomized Trial

• Published in: Education & treatment of children Vol. 31; no. 1; pp. 1 - 26
• Main Authors: Bradshaw, Catherine P., Reinke, Wendy M., Brown, Louis D., Bevans, Katherine B., Leaf, Philip J.
• Format: Journal Article
• Language: English
• Published: New York West Virginia University Press 01-02-2008; Springer
• Subjects: Academic achievement; Behavior; Behavior Disorders; Behavior Patterns; Behavior Problems; Behaviour problems; Data collection; Disease control; Educational administration; Educational aspects; Educational Environment; Elementary Schools; EXPERIMENTAL STUDIES; Fidelity; Formal training; Intervention; Intervention (Psychology); Maryland; Methods; Positive Behavior Supports; Positive Reinforcement; Program Implementation; Public health; School districts; School environment; School personnel; School violence; Social networks; Social support; Student Behavior; Students; Training devices; Vocational education; Maryland; United States
• DOI: 10.1353/etc.0.0025
• EISSN: 1934-8924
• ISSN: 0748-8491; 1934-8924

High fidelity implementation of school-wide PBIS has been linked with improvements in student and staff behavior, but less is known about which aspects of the model may be present in schools prior to training, and whether some features of PBIS are implemented faster than others. The present study examines the progression of school-wide PBIS implementation using School-wide Evaluation Tool data collected across three years from 21 schools randomly assigned to receive training in PBIS and 16 schools not trained in PBIS. Trained schools evidenced significantly higher levels of implementation fidelity. Non-trained schools showed some increases, but lagged behind trained schools on all subscales except Systems for Responding to Violations. Findings suggest that program trainers and behavior support coaches should concentrate initial efforts on strategies for Defining and Teaching Expectations, whereas less time may be needed for developing Systems for Responding to Violations. Recommendations for high fidelity implementation of school-wide PBIS are provided.