School‐wide implementation of positive behavioral interventions and supports in an alternative school setting

A case study

Bibliographic Data

ID11045239
AuthorsAmy‐Jane Griffiths (0000-0002-8486-0934, Attallah College of Educational Studies Chapman University Orange California, corresponding author), Elena Lilles Diamond (Department of Counseling and School Psychology Lewis and Clark College College of Arts and Sciences Portland Oregon), Elena Diamond (Lewis & Clark College), James Alsip (Attallah College of Educational Studies Chapman University Orange California), Michael J Furlong (0000-0001-5011-4565, University of California, Santa Barbara), Michael Furlong (Department of Counseling, Clinical, and School Psychology, International Center for School‐Based Youth Development University of California Santa Barbara Santa Barbara California), Gale M Morrison (University of California, Santa Barbara), Gale Morrison (Department of Counseling, Clinical, and School Psychology University of California Santa Barbara Santa Barbara California), Bich Do (0009-0008-0756-9925, Attallah College of Educational Studies Chapman University Orange California)
Year2019
Volume47
Issue6
Pages1493-1513
Publication date2019-07-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Community Psychology (JOURNAL)
Journal identifiersISSN: 0090-4392 • E-ISSN: 1520-6629
PublisherWiley (PUBLISHER • GB)
DOI10.1002/jcop.22203
PMID31212369
OpenAlexW2951810379
LanguageEN
Citations received3
References cited41

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.

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