Support for this research: Factors Predicting Sustained OSEP: TA - - PowerPoint PPT Presentation

Factors Predicting Sustained Implementation of School-based Behaviour Support Interventions

Kent McIntosh Susanna Mathews University of British Columbia

Handouts: http://kentmcintosh.wordpress.com

Support for this research:

 OSEP: TA Center on PBIS (H326S03002)  UBC Hampton Endowment Fund (J07-0038)  Social Sciences and Humanities Council

• f Canada (SRG F09-05052)

Overview

1.

Provide background on sustainability and

School-wide Positive Behaviour Support



Definition and theory



Research on sustainability of School-wide PBS

2.

Share results from a recent empirical study on sustainability:

Mathews, S., McIntosh, K., Frank, J. L., & May, S. (2012). Critical features predicting sustained implementation of school-wide positive behavior

• support. Manuscript submitted for publication.

Handouts: http://kentmcintosh.wordpress.com

Definition

 Sustainability

Durable implementation of a practice at a

level of fidelity that continues to produce valued outcomes (Han & Weiss, 2005)

Memo To: School Administrators From: District Administrators

In keeping with the new state initiative, this fall we will be implementing an exciting new district initiative of SNI in place of LYI. All in-service days previously scheduled for LYI will be rescheduled as staff development for SNI. The $500 for release time and materials for LYI will be discontinued and provided instead for SNI. By the way, you will need to create local SNI teams that meet weekly. The former members of your LYI team would be perfect for this new

• team. Your new SNI binders will be coming next
• week. Have a great year!!!

PRACTICES Supporting Staff Behaviour Supporting Decision Making Supporting Student Behaviour

Positive Behaviour Support

OUTCOMES Social Competence & Academic Achievement

(Sugai & Horner, 2002)

Critical Features of Universal School-wide PBS

1.

Define school-wide expectations (i.e., social competencies)

2.

Teach and practice expectations

3.

Monitor and acknowledge prosocial behaviour

4.

Provide instructional consequences for problem behaviour

5.

Collect information and use it for decision-making

Empirical Evidence Supporting SWPBS (from McIntosh et al., 2010)

 Over 25 studies in peer-reviewed journals  2 randomized control trials (in print)

University of Oregon (Horner et al., 2009) Johns Hopkins University (Bradshaw, Mitchell, & Leaf, 2010)

 Broad range of implementers

Mostly typical school personnel

Statistically Significant Outcomes

 Increased social competence

(Metzler, Biglan, Rusby, & Sprague, 2001; Nelson, Martella, & Marchand- Martella, 2002)

 Reduced problem behaviour

(Bradshaw, Mitchell, & Leaf, 2010; Horner et al., 2005; Metzler et al., 2001; Nelson, 1996; Nelson et al., 2002)

 Improved academic achievement

(Horner et al., 2009; Lassen, Steele, & Sailor, 2006; Nelson et al., 2002)

 Improved perceptions of school safety

(Horner et al., 2009)

 Improved organizational health

(Bradshaw et al., 2008)

Recent Research Findings on Sustainability and SWPBS

 Sustainability can be measured reliably

and with strong validity

(McIntosh et al., 2011; in press)

 Barriers to sustainability may be less

important than facilitators

(McIntosh et al., under review)

 School team and their use of data for

decision making are most important predictors of sustainability

(Hume & McIntosh, in prep; McIntosh et al., in press)

What critical features of PBS predict sustained implementation?

Susanna Mathews Kent McIntosh

Mathews, S., McIntosh, K., Frank, J. L., & May, S. (under review). Critical features predicting sustained implementation of school-wide positive behavior support.

Research Questions

• 1. To what extent does fidelity of

implementation of SWPBS systems predict sustained implementation three years later?

• 2. Of those systems, to what extent does

fidelity of implementation of critical features predict sustained implementation three years later?

Participants

 261 US schools implementing SWPBS

PBS Self-Assessment Survey completed in

2006-07

Benchmarks of Quality completed in 2009-10

 Data available from US National Technical

Assistance Center on PBIS

Measures

(percent implementation of SWPBS)

 PBIS Self-Assessment Survey (Sugai et al., 2003)

43 item survey assessing four systems

 School-wide, Non-classroom, Classroom, Individual

Participants self-rate implementation of critical

features of PBS in each of the four sections

 Benchmarks of Quality (Kincaid et al., 2005)

53-item external evaluation of SWPBS fidelity

 Both have strong technical adequacy from

multiple studies (and sample reliability >.85)

Analyses

 Multiple Regression #1

Outcome Variable: BOQ total score Predictor Variables: SAS system scores

 School-wide, Non-classroom, Classroom, Individual

 Multiple Regression #2

Outcome Variable: BOQ total score Predictor Variables: SAS critical features

 Critical features within systems from analysis #1

PBIS Self-Assessment Survey

(Sugai, Horner, & Todd, 2000)

 Four Systems

Schoolwide Non-classroom Classroom Individual

Which system best predicts sustained implementation (BoQ) 3 years later?

Schoolwide Non-classroom Classroom Individual

Which features best predict sustained implementation?

 Expected behaviors defined clearly  Problem behaviors defined clearly  Expected behaviors taught  Expected behaviors acknowledged regularly  Consistent consequences  CW procedures consistent with SW systems  Options exist for instruction  Instruction/materials match student ability  High rates of academic success  Access to assistance and coaching  Transitions are efficient

Discussion

 Classroom vs. School-wide Systems

 School-wide interventions most effective when also

implemented in classroom

 School-wide intervention implementation is still

important and predictive of sustained implementation  Classroom Features

 Regular and consistent positive reinforcement  Matching instruction to student academic skills  Access to coaching

Limitations

 High degree of intercorrelation among

predictors

 Limited variability in BoQ scores  First year of implementation is unknown

Contact Information

 Kent McIntosh: kent.mcintosh@ubc.ca

Come join us in school psychology! http://ecps.educ.ubc.ca/scps Now Hiring: Asst/Assoc. Professor Graduate Students

Selected References

Hume, A. E., & McIntosh, K. (in prep). Construct validation of a measure to assess sustainability of school-wide behavior interventions. Manuscript in preparation. Mathews, S., McIntosh, K., Frank, J. L., & May, S. (2012). Critical features predicting sustained implementation of school-wide positive behavior support. Manuscript submitted for publication. McIntosh, K., Filter, K. J., Bennett, J., Ryan, C., & Sugai, G. (2010). Principles of sustainable prevention: Designing scale-up of school-wide positive behavior support to promote durable systems. Psychology in the Schools, 47, 5-21. McIntosh, K., MacKay, L. D., Hume, A., Doolittle, J. D., Vincent, C. G., Horner, R. H., et al. (2011). Development and validation of a measure to assess factors related to sustainability of school-wide positive behavior support. Journal of Positive Behavior Interventions, 13, 208-218. McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (in press). Factors related to sustained implementation of school-wide positive behavior support. Exceptional Children. McIntosh, K., Predy, L. K., Upreti, G., Hume, A. E., Turri, M. G., & Mathews, S. (under review). Perceptions of contextual features related to implementation and sustainability of school-wide positive behavior support. Manuscript submitted for publication.