Publication Date

Spring 2020

Advisor(s) - Committee Chair

Sarah Ochs (Director), Jacqueline Pope-Tarrence, Janet Applin

Degree Program

Department of Psychology

Degree Type

Specialist in Education

Abstract

PBIS is a comprehensive prevention framework utilized in schools to teach positive, prosocial behaviors and to prevent problem behaviors from developing. Although PBIS has been introduced in many schools in the U.S., almost 75% of public schools have not yet implemented PBIS. Despite evidence suggesting PBIS improves behavior and academic achievement in students of all ages and is associated with positive long-term outcomes, many public schools still refrain from exploring implementation of school-wide or district-wide positive behavior supports (Reinke, Herman, & Stormont, 2013). In order to improve the efficiency and fidelity of implementation, it is imperative to understand the variables that facilitate or hinder successful implementation.

A systematic review of the literature shows that there are many common barriers and facilitators that schools may experience when attempting to implement a PBIS system for the first time. These barriers and facilitators vary based on a variety of factors, like communication, leadership, school size, staff buy-in and participation, and organization of the PBIS system. Implications, limitations, and future directions are discussed.

Disciplines

Education | Psychology

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