Principles of sustainable prevention: Designing scale‐up of School‐wide Positive Behavior Support to promote durable systems

By K. McIntosh, Kevin J. Filter, Joanna L. Bennett, C. Ryan, G. Sugai. 2010

184 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, General Health Professions, Social Psychology

View Paper: https://www.semanticscholar.org/paper/cb553c042267c7ce6ab023cbe1f0d9c50ddd3ec2

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In Developmental and Educational Psychology

In General Health Professions

In Social Psychology

Citations in the corpus

A Statewide Scale Up of Positive Behavioral Interventions and Supports: A Description of the Development of Systems of Support and Analysis of Adoption and Implementation (2011, background): “greater need), but with poorer adoption and implementation, because there would be less infrastructure to support implementation (McIntosh et al., 2009; McIntosh et al., 2011).”
Perceptions of Contextual Features Related to Implementation and Sustainability of School-Wide Positive Behavior Support (2014, result): “These themes are consistent with descriptive studies on SWPBS (Barrett, Bradshaw, & Lewis-Palmer, 2008; McIntosh et al., 2010; Taylor-Greene & Kartoub, 2000), but the relative importance of each theme is difficult to discern with these studies.”
Perceived Barriers and Enablers to Implementing Individualized Positive Behavior Interventions and Supports in School Settings (2012, background): “This is a complex undertaking, but researchers can begin by continuing to document and systematically measure barriers, while also linking their presence to measures of intervention fidelity (e.g., McIntosh et al., 2010) and eventually student outcomes (McIntosh, Horner, & Sugai, 2009).”
Evaluation of Social and Academic Effects of School-wide Positive Behaviour Support in a Canadian School District (2011, background): “When student outcomes are measured, these results provide motivation for continued fidelity of implementation (McIntosh et al., 2010).”
Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes (2018, background): “…provide high rates of positive to negative interactions, providing teachers with adequate preparation and training to perform their jobs, and creating social networks to minimize the sense of isolation experienced by many teachers (Lewis & Sugai, 1999; McIntosh et al., 2010; Sugai & Horner, 2006).”