Factors Related to Sustained Implementation of Schoolwide Positive Behavior Support.

By K. McIntosh, Sterett H. Mercer, Amanda E. Hume, J. Frank, M. G. Turri, S. Mathews. 2013

228 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/59b42e0838450686375f7e07a45796cfa0166ddb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. K. McIntosh
2. G. Sugai
3. R. Horner
4. K. Childs
5. Nicholas A. Gage
6. Don Kincaid
7. Timothy J. Lewis
8. H. George

Citations in the corpus

• Technical Adequacy of the SWPBIS Tiered Fidelity Inventory (2017, background): “This phenomenon carries costs with regard to system resources, including financial losses and reduced staff buy-in, as well as student outcomes (McIntosh et al., 2013).”
• Perceptions of Contextual Features Related to Implementation and Sustainability of School-Wide Positive Behavior Support (2014, background): “…and sustainability of SWPBS. Results examining the effects of the presence of these variables with the same sample are reported in another article (McIntosh et al., 2013), but the perceptions of the relative importance of these features at both stages of implementation have not been empirically…”
• Implementation Research (2016, unknown): “…(e.g., Kurki, Boyle, & Aladjem, 2006; McCormick, Steckler, & McLeroy, 1995; Penuel, Fishman, Yamaguchi, & Gallagher, 2007) and those that examine long-term influences supporting sustained implementation over time (e.g., Clements et al., 2015; Lieber et al., 2010; McIntosh et al., 2013).”
• Sustaining and Scaling Positive Behavioral Interventions and Supports: Implementation Drivers, Outcomes, and Considerations (2020, methodology): “…leadership, teacher affiliation, and academic emphasis; Bradshaw, Koth, Bevans, Ialongo, & Leaf, 2008; Bradshaw, Koth, Thornton, & Leaf, 2009; McIntosh et al., 2013), teacher self-efficacy (Kelm & McIntosh, 2012), and academic achievement (Bradshaw et al., 2010; Horner et al., 2009;…”
• The Relationship Between School-Wide Implementation of Positive Behavior Intervention and Supports and Student Discipline Outcomes (2016, background): “…numbers represent the expansive efforts of state and district leadership teams in scaling up SWPBIS implementation to continue to realize positive student outcomes (Bradshaw, Leaf, & Debnam, 2007; McIntosh et al., 2013) and the need to build capacity to sustain those efforts at the local level.”
• Where Students With the Most Significant Cognitive Disabilities Are Taught (2015, background): “McIntosh et al. (2013) found that two factors were most predictive of sustaining the implementation of SWPBS: (a) at the school level, the extent to which teams functioned cohesively and used data-based decision making; and (b) at the district level, the extent of capacity building (e.g., ongoing…”