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School‐wide implementation of positive behavioral interventions and supports in an alternative school setting: A case study
Author(s) -
Griffiths AmyJane,
Diamond Elena Lilles,
Alsip James,
Furlong Michael,
Morrison Gale,
Do Bich
Publication year - 2019
Publication title -
journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.585
H-Index - 86
eISSN - 1520-6629
pISSN - 0090-4392
DOI - 10.1002/jcop.22203
Subject(s) - psychological intervention , intervention (counseling) , punitive damages , process (computing) , psychology , stakeholder , duration (music) , task (project management) , applied psychology , focus group , outcome (game theory) , medical education , process management , medicine , computer science , business , public relations , political science , engineering , marketing , art , literature , mathematics , systems engineering , psychiatry , law , operating system , mathematical economics
Aims The purpose of this 1‐year case study was to identify how School‐Wide Positive Behavioral Interventions and Supports (SW‐PBIS) can be adapted to meet the needs of students in alternative schools and to evaluate the early impact of SW‐PBIS on discipline outcomes. Methods Suggestions for adaptations are provided at each stage of the intervention process with a focus on buy‐in, training, data collection, and resource allocation. Results Data from this case study included information about key components of the implementation process as well as initial outcomes. Process data revealed the importance of stakeholder buy‐in, training opportunities, and potential adaptations to the framework. Outcome data from the first year of implementation indicated that the number of incident reports did not significantly differ from the baseline; however, there was a reduction in defiance‐related behaviors and an increase in on‐task behaviors. Conclusion This study contributes to the determination of the efficacy of SW‐PBIS in a historically more punitive environment. Given the initial positive response and lessons learned, it is believed that, with the support of additional Tier 2 and Tier 3 interventions, SW‐PBIS may be an appropriate framework to support students in alternative schools.