Program
Special Education M.A.
Year Approved
2018
First Advisor
Elliot, Nathan
Abstract
Schoolwide Positive Behavior Intervention Systems (SWPBIS) has increasingly become a popular method to working with students at all school levels. While more attention has been given to elementary and middle schools than high schools, the research that has been conducted at the high school level primarily includes studies of the tier one SWPBIS level. This thesis aims to research the barriers to initial implementation and sustainability of SWPBIS at the tier one level in high schools, the factors that predict abandonment of SWPBIS in high schools, and the timeline for high schools to reach fidelity. The barriers are categorized into procedural practices (methods that focus on students) and systems processes (factors that focus on faculty and staff). Results indicate that there are slightly more procedure barriers than systems barriers at initial implementation and significantly more systems barriers than procedures barriers at the sustained implementation level. While the factors that predict abandonment are mixed, the results of the timeline for high schools to reach full fidelity after initial implementation is also mixed, with studies indicating a range of two to four or more years for high schools to reach fidelity. Limitations and the need for further research are also discussed.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Recommended Citation
Barnhart, K. L. (2018). Barriers to Initial Implemenation and Sustained Positive Behavior Intervention Systems in High Schools [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/45
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