Journal article
School-Wide Positive Behavior Interventions and Supports in Rural and Urban California Schools: Effects on Fidelity of Implementation and Suspension Outcomes
Rural special education quarterly, Vol.41(2), pp.84-94
06/01/2022
DOI: 10.1177/87568705221092766
Abstract
Evidence suggests that implementing School-Wide Positive Behavior Interventions and Supports (SWPBIS) with fidelity can reduce behavior problems in schools and, concomitantly, the use of school suspensions. Few studies have explored differences in SWPBIS implementation fidelity and outcomes between rural and urban schools, but research suggests urban locale may moderate the effectiveness of particular interventions. Therefore, the purpose of this study was to assess differences in SWPBIS implementation fidelity and suspension outcomes between rural and urban schools in California during the 2017-2018 school year. Using several subsets of this sample, we utilized linear and multinomial regression and multilevel modeling to determine differences between locales. Results suggest no differences in the likelihood of implementing Tier 1 or Tiers 1 and 2 with fidelity between rural and urban schools. However, rural schools are significantly more likely to implement all three tiers of SWPBIS with fidelity. When comparing rural and urban schools and suspension outcomes, we found that urban schools implementing all three tiers were less likely to use out-of-school suspensions for all students and for students with disabilities. Limitations and implications are discussed.
Details
- Title: Subtitle
- School-Wide Positive Behavior Interventions and Supports in Rural and Urban California Schools: Effects on Fidelity of Implementation and Suspension Outcomes
- Creators
- Nicolette M. Grasley-Boy - University of KansasNicholas A. Gage - WestedMichael Lombardo - Office of EducationLucas Anderson - Office of EducationAshley Rila - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Rural special education quarterly, Vol.41(2), pp.84-94
- DOI
- 10.1177/87568705221092766
- ISSN
- 8756-8705
- eISSN
- 2168-8605
- Publisher
- Sage
- Number of pages
- 11
- Language
- English
- Date published
- 06/01/2022
- Academic Unit
- Center for Social Science Innovation; Teaching and Learning
- Record Identifier
- 9984719845702771
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