Cited by 122Behavioral and Psychological StudiesEducation Discipline and InequalitySchool Health and Nursing Education

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Perceptions of Contextual Features Related to Implementation and Sustainability of School-Wide Positive Behavior Support

McIntosh, Kent, Predy, Larissa K., Upreti, Gita, Hume, Amanda E., Turri, Mary G., Mathews, Susanna·2014·Journal of Positive Behavior Interventions

DOI 10.1177/1098300712470723

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Abstract

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 research-validated measure of variables influencing sustainability of schoolwide behavior interventions. Quantitative and qualitative analyses were used to assess perceptions of the most and least important variables for initial implementation and sustainability, as well as variables perceived as more important to sustainability than initial implementation. Across quantitative and qualitative analyses, results indicated that administrator support and school team functioning were rated as the most important features for both initial implementation and sustainability, whereas barriers to SWPBS were rated as relatively less important. Staff support, integration into typical practice, and parent involvement were rated as significantly more important to sustainability than initial implementation. These results were consistent across types of raters and schools. Implications for enhancing implementation and sustainability of SWPBS are discussed.

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A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools
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Authors: McIntosh, K., Predy, L. K., Upreti, G., Hume, A. E., Turri, M. G., & Mathews, S.
Affiliations: University of Oregon (US)
University of British Columbia (CA)
The University of Texas at El Paso (US)
ORCID: McIntosh, Kent
Predy, Larissa K.
Venue: Journal of Positive Behavior Interventions
Publisher: SAGE Publications
Published: 2013-01-09
Volume: 16
Issue: 1
Pages: 31-43
ISSN: 1098-3007 (ISSN-L)
1538-4772
DOI: 10.1177/1098300712470723
OpenAlex: W2156457043
Cited by: 122
References: 32
Citations by year: 2026: 4 · 2025: 9 · 2024: 7 · 2023: 6 · 2022: 14 · 2021: 12 · 2020: 10 · 2019: 12 · 2018: 14 · 2017: 6 · 2016: 8 · 2015: 12 · 2014: 7 · 2013: 1
FWCI: 19.30
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Journal of Positive Behavior Interventions (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Social Sciences › Education › Education Discipline and Inequality
Health Sciences › Medicine › Public Health, Environmental and Occupational Health › School Health and Nursing Education
Keywords: Positive Behavioral Interventions and Supports, implementation sustainability, contextual factors, administrator support, staff support, parental involvement, implementation barriers, school teams, behavioral interventions

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Perceptions of Contextual Features Related to Implementation and Sustainability of School-Wide Positive Behavior Support

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