TY - JOUR
T1 - A statewide scale up of positive behavioral interventions and supports
T2 - A description of the development of systems of support and analysis of adoption and implementation
AU - Bradshaw, Catherine P.
AU - Pas, Elise T.
N1 - Funding Information:
We would like to thank Massimo Tisi and Frederic Jouault for valuable discussions and for providing us simple examples of ATL rules. The research was supported in part by the Grand-Challenging Project on “Linguistic Foundation for Bidirectional Model Transformation” from the National Institute of Informatics, Grant-in-Aid for Scientific Research (B) No. 22300012, Grant-in-Aid for Scientific Research (C) No. 20500043, and Encouragement of Young Scientists (B) of the Grant-in-Aid for Scientific Research No. 20700035.
PY - 2011
Y1 - 2011
N2 - This study describes the process by which a statewide support system was developed in Maryland to promote high-quality implementation of a schoolwide prevention model called Positive Behavioral Interventions and Supports (PBIS). PBIS (Sugai & Horner, 2006) aims to prevent disruptive behavior problems and promote a positive school climate through the application of practices and systems consistent with the three-tiered public health prevention framework. We summarize the statewide scale-up process and examine schooland district-level contextual factors that influenced the schools' training, adoption, and implementation quality of PBIS within the scale-up effort. Data come from 810 Maryland elementary schools, of which 316 were trained in PBIS. A series of multilevel analyses indicated that several school- and district-level factors were associated with both receipt of training and program adoption; however, only school-level factors were related to implementation quality. Findings are discussed within the context of statewide efforts to scale up evidencebased programs in schools.
AB - This study describes the process by which a statewide support system was developed in Maryland to promote high-quality implementation of a schoolwide prevention model called Positive Behavioral Interventions and Supports (PBIS). PBIS (Sugai & Horner, 2006) aims to prevent disruptive behavior problems and promote a positive school climate through the application of practices and systems consistent with the three-tiered public health prevention framework. We summarize the statewide scale-up process and examine schooland district-level contextual factors that influenced the schools' training, adoption, and implementation quality of PBIS within the scale-up effort. Data come from 810 Maryland elementary schools, of which 316 were trained in PBIS. A series of multilevel analyses indicated that several school- and district-level factors were associated with both receipt of training and program adoption; however, only school-level factors were related to implementation quality. Findings are discussed within the context of statewide efforts to scale up evidencebased programs in schools.
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M3 - Review article
AN - SCOPUS:84856680583
SN - 0279-6015
VL - 40
SP - 530
EP - 548
JO - School Psychology Review
JF - School Psychology Review
IS - 4
ER -