The DOI matches its Crossref record; 31 of the 32 references it cites were found in a registry or an index.
Perceptions of Contextual Features Related to Implementation and Sustainability of School-Wide Positive Behavior Support
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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“Schools and institutions within the developing countries lack the funds [97,98] to support significant and meaningful sustainable interventions.”
From Raising Awareness on Solid Waste Management through Formal Education for Sustainability: A Developing Countries Evidence Review (2021) · cites this paper as [98]
In the citing paper
“According to Herrera et al. [99] and Mcintosh et al. [98], sustainability cannot fully be implemented in schools and institutions unless administrators and teachers work hard to promote it.”
From Raising Awareness on Solid Waste Management through Formal Education for Sustainability: A Developing Countries Evidence Review (2021) · cites this paper as Mcintosh et al. [98]
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Debrah, J. K., Vidal, D. G., & Dinis, M. A. P. (2021) · Recycling · doi:10.3390/recycling6010006 · Cited by 552
“[98], sustainability cannot fully be implemented in schools and institutions unless administrators and teachers work hard to promote it.”
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Self-citation
Metadata
- 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)
- 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
- 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
- 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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