Andreou et al.
ABSTRACT
The purpose of this study was to identify, categorize, and describe practitioners’ perspectives
regarding factors that help and hinder sustainability of Tier I (universal) systems within
School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Seventeen
participants involved in sustaining Tier I SWPBIS over several years within a school district
were interviewed and asked what events affected its long-term implementation through a
qualitative approach called the Critical Incident Technique (CIT). A total of 227 critical
incidents were recorded and sorted into emergent unitary clusters based on content analysis.
These categories then underwent rigorous reliability and validity checks, including expert
analysis, inter-rater agreement, and participant feedback. This process yielded 13 categories
that represent the participants’ experience of sustainability:
Continuous Teaching
Positive Reinforcement
SWPBIS Team Effectiveness
Staff Ownership
School Administrator Involvement
Adaptation
Community of Practice
Use of Data
Involving New Personnel
Access to External Expertise
Maintaining Priority
Staff Turnover
Conflict of Personal Beliefs/Mistaken Beliefs
Sustainability
Although SWPBIS has evidence of effectiveness, sustainability of even the most
efficacious practices cannot be assumed (Santangelo, 2009). As SWPBIS scales up,
educators, researchers, and policy makers need to know much more about what
factors support and hinder the sustained implementation of SWPBIS.
The present study
In the current study, we used qualitative methods to examine both enablers and
barriers to sustaining Tier I SWPBIS.
Our specific research questions included the following:
o What incidents help the sustainability of SWPBIS?
o What incidents hinder the sustainability of SWPBIS?
Resultaten
Bevorderende factoren: voortdurende gedragsinstructie, nadruk op positieve
bekrachtiging (betere sfeer in de klas), eigenaarschap bij leraren (ze hebben er zelf
voor gekozen), communities of practice (informatieoverdracht tussen collega’s),
datagebruik (evidence-based je aanpak veranderen).
Belemmerende factoren: verschil in opvattingen die leiden tot inconsistente
implementatie of misvattingen over PBS (niet iedereen even enthousiast),
personeelswisselingen (komende jaren alleen maar meer, door grijze golf).
Conclusion
This study affirms the need for specific strategies to enhance ownership (by both staff
and administrators) and counter staff turnover, such as including new personnel as
early as possible to improve implementation, enhance continuity, and generate fresh
ideas. School staff can be supported through networking meetings, SWPBIS team
activities, continuous feedback, and modeling of continuous teaching of core
ABSTRACT
The purpose of this study was to identify, categorize, and describe practitioners’ perspectives
regarding factors that help and hinder sustainability of Tier I (universal) systems within
School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Seventeen
participants involved in sustaining Tier I SWPBIS over several years within a school district
were interviewed and asked what events affected its long-term implementation through a
qualitative approach called the Critical Incident Technique (CIT). A total of 227 critical
incidents were recorded and sorted into emergent unitary clusters based on content analysis.
These categories then underwent rigorous reliability and validity checks, including expert
analysis, inter-rater agreement, and participant feedback. This process yielded 13 categories
that represent the participants’ experience of sustainability:
Continuous Teaching
Positive Reinforcement
SWPBIS Team Effectiveness
Staff Ownership
School Administrator Involvement
Adaptation
Community of Practice
Use of Data
Involving New Personnel
Access to External Expertise
Maintaining Priority
Staff Turnover
Conflict of Personal Beliefs/Mistaken Beliefs
Sustainability
Although SWPBIS has evidence of effectiveness, sustainability of even the most
efficacious practices cannot be assumed (Santangelo, 2009). As SWPBIS scales up,
educators, researchers, and policy makers need to know much more about what
factors support and hinder the sustained implementation of SWPBIS.
The present study
In the current study, we used qualitative methods to examine both enablers and
barriers to sustaining Tier I SWPBIS.
Our specific research questions included the following:
o What incidents help the sustainability of SWPBIS?
o What incidents hinder the sustainability of SWPBIS?
Resultaten
Bevorderende factoren: voortdurende gedragsinstructie, nadruk op positieve
bekrachtiging (betere sfeer in de klas), eigenaarschap bij leraren (ze hebben er zelf
voor gekozen), communities of practice (informatieoverdracht tussen collega’s),
datagebruik (evidence-based je aanpak veranderen).
Belemmerende factoren: verschil in opvattingen die leiden tot inconsistente
implementatie of misvattingen over PBS (niet iedereen even enthousiast),
personeelswisselingen (komende jaren alleen maar meer, door grijze golf).
Conclusion
This study affirms the need for specific strategies to enhance ownership (by both staff
and administrators) and counter staff turnover, such as including new personnel as
early as possible to improve implementation, enhance continuity, and generate fresh
ideas. School staff can be supported through networking meetings, SWPBIS team
activities, continuous feedback, and modeling of continuous teaching of core
