Implementation of School-Wide Positive Behavioral Interventions and Supports (PBIS) in Elementary Schools: Observations from a Randomized Trial.

Abstract High fidelity implementation of school-wide PBIS has been linked with improvements in student and staff behavior, but less is known about which aspects of the model may be present in schools prior to training, and whether some features of PBIS are implemented faster than others. The present study examines the progression of school-wide PBIS implementation using School-wide Evaluation Tool data collected across three years from 21 schools randomly assigned to receive training in PBIS and 16 schools not trained in PBIS. Trained schools evidenced significantly higher levels of implementation fidelity. Non-trained schools showed some increases, but lagged behind trained schools on all subscales except Systems for Responding to Violations. Findings suggest that program trainers and behavior support coaches should concentrate initial efforts on strategies for Defining and Teaching Expectations, whereas less time may be needed for developing Systems for Responding to Violations. Recommendations for high fidelity implementation of school-wide PBIS are provided. ********** Increased legislative pressure on schools to prevent disruptive and violent behavior has likely contributed to the popularity of preventive interventions, such as Positive Behavioral Interventions and Supports (PBIS). This whole-school preventive intervention strategy is currently implemented in over 5,000 schools nationwide (Sugai & Horner, 2006) and aims to prevent disruptive behavior and enhance the school's organizational climate by creating and sustaining a comprehensive system of behavioral support. Previous research has indicated that implementation of school-wide PBIS is associated with a reduction in office discipline referrals (Taylor-Greene et al., 1997) and suspensions (Horner, Sugai, Todd, & Lewis-Palmer, 2005), and improvements in academic performance (Nelson, Martella, & Marchand-Martella, 2002). Because PBIS procedures are rooted in basic and commonly understood behavioral, social learning, and organizational principles, it is likely that some schools implement aspects of school-wide PBIS before receiving formal training in the procedures. To date, there has been no research systematically documenting the features of school-wide PBIS that are present in schools prior to training, or describing the progression of school-wide PBIS implementation once training has occurred. Identifying core components of school-wide PBIS that are evident in the absence of formal training and determining the components of school-wide PBIS which are implemented with the greatest ease may facilitate the training process. This information may also help behavior support coaches, district liaisons, and other PBIS trainers concentrate their support efforts on aspects of the model which are most challenging to implement. Positive Behavioral Interventions and Supports Whole-school PBIS is the application of a continuum of positive behavior supports, initially developed for children with special education needs, to the entire school environment. The PBIS model is three-tiered, which includes a layer of "primary supports" implemented school-wide (referred to from here on as school-wide PBIS), a "secondary supports" level of targeted interventions for groups of children with greater needs, and a "tertiary supports" layer of more intensive supports for individual students (for a review, see Sugai, Horner, & Gresham, 2002). This proactive, preventive approach contrasts with a reactive approach where student behavior problems are addressed only after they have occurred. The school-wide PBIS model utilizes universal positive preventive support strategies that provide systematic training of expected social behaviors and reinforcement of those behaviors to all students in the school. Approximately 80% to 90% of students are projected to respond successfully to the school-wide component of PBIS. A second group of students (about 5-10%) who engage in problem behaviors beyond acceptable levels, even in the presence of school-wide PBIS, are provided secondary supports that include efficient group-based interventions with increased structure and contingent feedback (e. …