Abstract
Although there is an established literature supporting the efficacy of a variety of prevention programs, there has been less
empirical work on the translation of such research to everyday practice or when scaled-up state-wide. There is a considerable
need for more research on factors that enhance implementation of programs and optimize outcomes, particularly in school settings.
The current paper examines how the implementation fidelity of an increasingly popular and widely disseminated prevention model
called, School-wide Positive Behavioral Interventions and Supports (SW-PBIS), relates to student outcomes within the context
of a state-wide scale-up effort. Data come from a scale-up effort of SW-PBIS in Maryland; the sample included 421 elementary
and middle schools trained in SW-PBIS. SW-PBIS fidelity, as measured by one of three fidelity measures, was found to be associated
with higher math achievement, higher reading achievement, and lower truancy. School contextual factors were related to implementation
levels and outcomes. Implications for scale-up efforts of behavioral and mental health interventions and measurement considerations
are discussed.
empirical work on the translation of such research to everyday practice or when scaled-up state-wide. There is a considerable
need for more research on factors that enhance implementation of programs and optimize outcomes, particularly in school settings.
The current paper examines how the implementation fidelity of an increasingly popular and widely disseminated prevention model
called, School-wide Positive Behavioral Interventions and Supports (SW-PBIS), relates to student outcomes within the context
of a state-wide scale-up effort. Data come from a scale-up effort of SW-PBIS in Maryland; the sample included 421 elementary
and middle schools trained in SW-PBIS. SW-PBIS fidelity, as measured by one of three fidelity measures, was found to be associated
with higher math achievement, higher reading achievement, and lower truancy. School contextual factors were related to implementation
levels and outcomes. Implications for scale-up efforts of behavioral and mental health interventions and measurement considerations
are discussed.
- Content Type Journal Article
- Pages 1-17
- DOI 10.1007/s11414-012-9290-2
- Authors
- Elise T. Pas, Johns Hopkins Bloomberg School of Public Health, Johns Hopkins Center for the Prevention of Youth Violence, 624 N. Broadway, Baltimore, MD 21205, USA
- Catherine P. Bradshaw, Johns Hopkins Bloomberg School of Public Health, Johns Hopkins Center for the Prevention of Youth Violence, 624 N. Broadway, Baltimore, MD 21205, USA
- Journal The Journal of Behavioral Health Services and Research
- Online ISSN 1556-3308
- Print ISSN 1094-3412