Implementing Schoolwide Positive Behavior Support in High School Settings: Analysis of Eight High Schools
Schoolwide positive behavior support (SWPBS) is a systems-level intervention designed to prevent the occurrence of problem behavior and increase social competence. A growing body of research documents that SWPBS reduces problem behavior and improves academics (e.g., Mclntosh, Chard, Boland, & Ho...
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| Veröffentlicht in: | The High School journal 2013-04, Vol.96 (4), p.267-282 |
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| container_title | The High School journal |
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| creator | Flannery, K. Brigid Frank, Jennifer L. Kato, Mimi McGrath Doren, Bonnie Fenning, Pamela |
| description | Schoolwide positive behavior support (SWPBS) is a systems-level intervention designed to prevent the occurrence of problem behavior and increase social competence. A growing body of research documents that SWPBS reduces problem behavior and improves academics (e.g., Mclntosh, Chard, Boland, & Horner, 2006), yet documentation of-the feasibility of implementing SWPBS in high school settings is lacking. The current study examines implementation of universal SWPBS components in eight high schools serving over 15,525 students across a three-year period. Our findings were that improvements in implementation were evident between baseline and the end of year one, yet the implementation of SWPBS practices took a minimum of two years to achieve statistically significant and meaningful changes. These results suggest that unique aspects of the high school context may present specific implementation challenges. |
| doi_str_mv | 10.1353/hsj.2013.0015 |
| format | Article |
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Our findings were that improvements in implementation were evident between baseline and the end of year one, yet the implementation of SWPBS practices took a minimum of two years to achieve statistically significant and meaningful changes. These results suggest that unique aspects of the high school context may present specific implementation challenges.</description><identifier>ISSN: 0018-1498</identifier><identifier>ISSN: 1534-5157</identifier><identifier>EISSN: 1534-5157</identifier><identifier>DOI: 10.1353/hsj.2013.0015</identifier><language>eng</language><publisher>Chapel Hill: School of Education, The University of North Carolina at Chapel Hill</publisher><subject>Administrative Organization ; Administrator Role ; Adolescent behavior ; Adolescent behaviour ; At Risk Students ; Behavior ; Behavior Modification ; Behavior Problems ; Beliefs, opinions and attitudes ; Data collection ; Design ; Educational administration ; Educational buildings ; Educational Environment ; Elementary schools ; Evaluation ; Expectation ; High school environment ; High School Students ; High Schools ; Instructional Leadership ; Intervention (Psychology) ; Leadership ; Learning ; Longitudinal Studies ; Middle schools ; Outcomes of Education ; Pacific Northwest ; Positive Behavior Supports ; Positive Reinforcement ; Professional Development ; Program Effectiveness ; Program Evaluation ; Psychological aspects ; Responses ; Rewards ; School Culture ; School Districts ; School Size ; Secondary school teachers ; Secondary schools ; Student Behavior ; Student Development ; Student Diversity ; Student Participation ; Studies ; Teacher Role ; Teamwork ; Technical Assistance ; United States (Midwest)</subject><ispartof>The High School journal, 2013-04, Vol.96 (4), p.267-282</ispartof><rights>Copyright ©2013 The University of North Carolina Press</rights><rights>Copyright © The University of North Carolina Press.</rights><rights>COPYRIGHT 2013 University of North Carolina Press</rights><rights>COPYRIGHT 2013 University of North Carolina Press</rights><rights>Copyright The University of North Carolina Press Apr/May 2013</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4103-bacb307ce6002a13d36ac3b8bcc8e2259b87dcef5432d100e9c1ba10809925613</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/43281195$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/43281195$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,776,780,799,27903,27904,57996,58229</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1014011$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Flannery, K. Brigid</creatorcontrib><creatorcontrib>Frank, Jennifer L.</creatorcontrib><creatorcontrib>Kato, Mimi McGrath</creatorcontrib><creatorcontrib>Doren, Bonnie</creatorcontrib><creatorcontrib>Fenning, Pamela</creatorcontrib><title>Implementing Schoolwide Positive Behavior Support in High School Settings: Analysis of Eight High Schools</title><title>The High School journal</title><addtitle>High School Journal</addtitle><description>Schoolwide positive behavior support (SWPBS) is a systems-level intervention designed to prevent the occurrence of problem behavior and increase social competence. A growing body of research documents that SWPBS reduces problem behavior and improves academics (e.g., Mclntosh, Chard, Boland, & Horner, 2006), yet documentation of-the feasibility of implementing SWPBS in high school settings is lacking. The current study examines implementation of universal SWPBS components in eight high schools serving over 15,525 students across a three-year period. Our findings were that improvements in implementation were evident between baseline and the end of year one, yet the implementation of SWPBS practices took a minimum of two years to achieve statistically significant and meaningful changes. These results suggest that unique aspects of the high school context may present specific implementation challenges.</description><subject>Administrative Organization</subject><subject>Administrator Role</subject><subject>Adolescent behavior</subject><subject>Adolescent behaviour</subject><subject>At Risk Students</subject><subject>Behavior</subject><subject>Behavior Modification</subject><subject>Behavior Problems</subject><subject>Beliefs, opinions and attitudes</subject><subject>Data collection</subject><subject>Design</subject><subject>Educational administration</subject><subject>Educational buildings</subject><subject>Educational Environment</subject><subject>Elementary schools</subject><subject>Evaluation</subject><subject>Expectation</subject><subject>High school environment</subject><subject>High School Students</subject><subject>High Schools</subject><subject>Instructional Leadership</subject><subject>Intervention (Psychology)</subject><subject>Leadership</subject><subject>Learning</subject><subject>Longitudinal Studies</subject><subject>Middle schools</subject><subject>Outcomes of Education</subject><subject>Pacific Northwest</subject><subject>Positive Behavior Supports</subject><subject>Positive Reinforcement</subject><subject>Professional Development</subject><subject>Program Effectiveness</subject><subject>Program Evaluation</subject><subject>Psychological aspects</subject><subject>Responses</subject><subject>Rewards</subject><subject>School Culture</subject><subject>School Districts</subject><subject>School Size</subject><subject>Secondary school teachers</subject><subject>Secondary schools</subject><subject>Student Behavior</subject><subject>Student Development</subject><subject>Student Diversity</subject><subject>Student Participation</subject><subject>Studies</subject><subject>Teacher Role</subject><subject>Teamwork</subject><subject>Technical Assistance</subject><subject>United States (Midwest)</subject><issn>0018-1498</issn><issn>1534-5157</issn><issn>1534-5157</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2013</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNqN0kGL1DAUB_AiCo6rR49CwZOHjnlN02m9jcO4OzK4QvUc0vS1k9I2NUl33W9vyg4zLgwiOQTC7z0eef8geAtkCZTRjwfbLmMCdEkIsGfBAhhNIgZs9TxY-KcsgiTPXgavrG0JITFh6SJQu37ssMfBqaEJC3nQurtXFYbftVVO3WH4GQ_iTmkTFtM4auNCNYQ3qjkccVigm2vtp3A9iO7BKhvqOtx64f529nXwohadxTfH-yr4-WX7Y3MT7W-vd5v1PpIJEBqVQpaUrCSmfkQBtKKpkLTMSikzjGOWl9mqklizhMYVEIK5hFIAyUiexywFehW8f-w7Gv1rQut4qyfjR7MckoQBzdIVPatGdMjVUGtnhOyVlXxNaRpnQNJZRRdUgwMa0ekBa-Wfn_jlBe9Phb2SFws-PCnwxuFv14jJWr4rvv23za73_xr8aKXuOmyQ-w_f3F700mhrDdZ8NKoX5oED4XO4uA8Xn8PF53B5_-7Ro1HyZLdfgUBCYF5CclpCi9L1k8XzHpgXccqLOaBzPoEmPpCQntu21mlz6utXnQHkjP4BXzLfyw</recordid><startdate>20130401</startdate><enddate>20130401</enddate><creator>Flannery, K. 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Brigid</au><au>Frank, Jennifer L.</au><au>Kato, Mimi McGrath</au><au>Doren, Bonnie</au><au>Fenning, Pamela</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1014011</ericid><atitle>Implementing Schoolwide Positive Behavior Support in High School Settings: Analysis of Eight High Schools</atitle><jtitle>The High School journal</jtitle><addtitle>High School Journal</addtitle><date>2013-04-01</date><risdate>2013</risdate><volume>96</volume><issue>4</issue><spage>267</spage><epage>282</epage><pages>267-282</pages><issn>0018-1498</issn><issn>1534-5157</issn><eissn>1534-5157</eissn><abstract>Schoolwide positive behavior support (SWPBS) is a systems-level intervention designed to prevent the occurrence of problem behavior and increase social competence. A growing body of research documents that SWPBS reduces problem behavior and improves academics (e.g., Mclntosh, Chard, Boland, & Horner, 2006), yet documentation of-the feasibility of implementing SWPBS in high school settings is lacking. The current study examines implementation of universal SWPBS components in eight high schools serving over 15,525 students across a three-year period. Our findings were that improvements in implementation were evident between baseline and the end of year one, yet the implementation of SWPBS practices took a minimum of two years to achieve statistically significant and meaningful changes. These results suggest that unique aspects of the high school context may present specific implementation challenges.</abstract><cop>Chapel Hill</cop><pub>School of Education, The University of North Carolina at Chapel Hill</pub><doi>10.1353/hsj.2013.0015</doi><tpages>16</tpages></addata></record> |
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| identifier | ISSN: 0018-1498 |
| ispartof | The High School journal, 2013-04, Vol.96 (4), p.267-282 |
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| language | eng |
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| source | Jstor Complete Legacy; Education Source |
| subjects | Administrative Organization Administrator Role Adolescent behavior Adolescent behaviour At Risk Students Behavior Behavior Modification Behavior Problems Beliefs, opinions and attitudes Data collection Design Educational administration Educational buildings Educational Environment Elementary schools Evaluation Expectation High school environment High School Students High Schools Instructional Leadership Intervention (Psychology) Leadership Learning Longitudinal Studies Middle schools Outcomes of Education Pacific Northwest Positive Behavior Supports Positive Reinforcement Professional Development Program Effectiveness Program Evaluation Psychological aspects Responses Rewards School Culture School Districts School Size Secondary school teachers Secondary schools Student Behavior Student Development Student Diversity Student Participation Studies Teacher Role Teamwork Technical Assistance United States (Midwest) |
| title | Implementing Schoolwide Positive Behavior Support in High School Settings: Analysis of Eight High Schools |
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