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

Support for this research: Factors Predicting Sustained  OSEP: TA Center on PBIS (H326S03002) Implementation of  UBC Hampton Endowment Fund (J07-0038) School-based Behaviour  Social Sciences and Humanities Council Support Interventions of Canada (SRG F09-05052) Kent McIntosh Susanna Mathews University of British Columbia Handouts: http://kentmcintosh.wordpress.com Overview Definition Provide background on sustainability and 1.  Sustainability School-wide Positive Behaviour Support  Durable implementation of a practice at a Definition and theory  level of fidelity that continues to produce Research on sustainability of School-wide PBS  valued outcomes (Han & Weiss, 2005) Share results from a recent empirical study on 2. 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

Memo Social Competence & Positive Academic Achievement To: School Administrators Behaviour From: District Administrators OUTCOMES Support In keeping with the new state initiative, this fall we will be implementing an exciting new district Supporting initiative of SNI in place of LYI. All in-service Supporting Decision days previously scheduled for LYI will be Staff Behaviour Making rescheduled as staff development for SNI. The $500 for release time and materials for LYI will be discontinued and provided instead for SNI. PRACTICES 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 Supporting week. Have a great year!!! Student Behaviour (Sugai & Horner, 2002) Critical Features of Empirical Evidence Supporting Universal School-wide PBS SWPBS (from McIntosh et al., 2010) Define school-wide expectations 1.  Over 25 studies in peer-reviewed journals (i.e., social competencies)  2 randomized control trials (in print) Teach and practice expectations 2.  University of Oregon (Horner et al., 2009) Monitor and acknowledge prosocial 3.  Johns Hopkins University (Bradshaw, Mitchell, & Leaf, 2010) behaviour  Broad range of implementers Provide instructional consequences 4.  Mostly typical school personnel for problem behaviour Collect information and use it for 5. decision-making

Statistically Significant Recent Research Findings on Outcomes Sustainability and SWPBS  Increased social competence  Sustainability can be measured reliably (Metzler, Biglan, Rusby, & Sprague, 2001; Nelson, Martella, & Marchand- and with strong validity Martella, 2002) (McIntosh et al., 2011; in press)  Reduced problem behaviour  Barriers to sustainability may be less (Bradshaw, Mitchell, & Leaf, 2010; Horner et al., 2005; Metzler et al., 2001; Nelson, 1996; Nelson et al., 2002) important than facilitators  Improved academic achievement (McIntosh et al., under review) (Horner et al., 2009; Lassen, Steele, & Sailor, 2006; Nelson et al., 2002)  School team and their use of data for  Improved perceptions of school safety decision making are most important (Horner et al., 2009) predictors of sustainability  Improved organizational health (Hume & McIntosh, in prep; McIntosh et al., in press) (Bradshaw et al., 2008) Research Questions What critical features of 1. To what extent does fidelity of implementation of SWPBS systems PBS predict sustained predict sustained implementation implementation? three years later? 2. Of those systems, to what extent does Susanna Mathews fidelity of implementation of critical Kent McIntosh features predict sustained implementation Mathews, S., McIntosh, K., Frank, J. L., & May, S. three years later? (under review). Critical features predicting sustained implementation of school-wide positive behavior support.

Measures Participants (percent implementation of SWPBS)  261 US schools implementing SWPBS  PBIS Self-Assessment Survey (Sugai et al., 2003)  PBS Self-Assessment Survey completed in  43 item survey assessing four systems 2006-07  School-wide, Non-classroom, Classroom, Individual  Benchmarks of Quality completed in 2009-10  Participants self-rate implementation of critical features of PBS in each of the four sections  Data available from US National Technical  Benchmarks of Quality (Kincaid et al., 2005) Assistance Center on PBIS  53-item external evaluation of SWPBS fidelity  Both have strong technical adequacy from multiple studies (and sample reliability >.85) PBIS Self-Assessment Survey Analyses (Sugai, Horner, & Todd, 2000)  Multiple Regression #1  Four Systems  Outcome Variable: BOQ total score  Schoolwide  Predictor Variables: SAS system scores  Non-classroom  School-wide, Non-classroom, Classroom, Individual  Classroom  Multiple Regression #2  Individual  Outcome Variable: BOQ total score  Predictor Variables: SAS critical features  Critical features within systems from analysis #1

Which features best predict Which system best predicts sustained implementation? sustained implementation (BoQ)  Expected behaviors defined clearly 3 years later?  Problem behaviors defined clearly  Schoolwide  Expected behaviors taught  Non-classroom  Expected behaviors acknowledged regularly  Consistent consequences  Classroom  CW procedures consistent with SW systems  Individual  Options exist for instruction  Instruction/materials match student ability  High rates of academic success  Access to assistance and coaching  Transitions are efficient Discussion Limitations  Classroom vs. School-wide Systems  High degree of intercorrelation among predictors  School-wide interventions most effective when also implemented in classroom  Limited variability in BoQ scores  School-wide intervention implementation is still  First year of implementation is unknown important and predictive of sustained implementation  Classroom Features  Regular and consistent positive reinforcement  Matching instruction to student academic skills  Access to coaching

Contact Information 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 .  Kent McIntosh: kent.mcintosh@ubc.ca 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 Now Hiring: 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. Asst/Assoc. Professor 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 . Graduate Students 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 Come join us in school psychology! sustainability of school-wide positive behavior support. Manuscript submitted for publication . http://ecps.educ.ubc.ca/scps