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School-wide Positive Behavior Support (SWPBS) in the Classroom: Assessing Perceived Challenges to Consistent Implementation in Connecticut Schools

School-wide Positive Behavior Support (SWPBS) in the Classroom: Assessing Perceived Challenges to... Abstract: The number of schools implementing school-wide positive behavior support (SWPBS) practices nationwide is increasing, but still little is known about the fidelity with which teachers implement SWPBS practices in the classroom. Specifically, data are needed that reflect the consistency with which classroom-based SWPBS practices are implemented, as well as challenges to implementation faced by school personnel, to ensure the best possible behavioral and academic outcomes for students. In this study, personnel in Connecticut schools implementing SWPBS (N = 171) were surveyed, and results indicate that although classroom-based SWPBS practices are implemented very consistently by the majority of respondents, certain practices are somewhat challenging to implement. Implications for improving practice and training are offered. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

School-wide Positive Behavior Support (SWPBS) in the Classroom: Assessing Perceived Challenges to Consistent Implementation in Connecticut Schools

Education and Treatment of Children , Volume 37 (1) – Jan 25, 2014

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Publisher
West Virginia University Press
Copyright
Copyright © the Editorial Review Board, Education and Treatment of Children .
ISSN
1934-8924
Publisher site
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Abstract

Abstract: The number of schools implementing school-wide positive behavior support (SWPBS) practices nationwide is increasing, but still little is known about the fidelity with which teachers implement SWPBS practices in the classroom. Specifically, data are needed that reflect the consistency with which classroom-based SWPBS practices are implemented, as well as challenges to implementation faced by school personnel, to ensure the best possible behavioral and academic outcomes for students. In this study, personnel in Connecticut schools implementing SWPBS (N = 171) were surveyed, and results indicate that although classroom-based SWPBS practices are implemented very consistently by the majority of respondents, certain practices are somewhat challenging to implement. Implications for improving practice and training are offered.

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Jan 25, 2014

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