Teacher Perceptions of Implementation Climate Related to Feasibility of School-Wide Positive Behavior Intervention and Supports

• In Event: System Change, Well-Being, and Affect: Voices From the Ground Up

Abstract

Social, emotional, and behavioral (SEB) intervention effectiveness depends on high quality implementation. Little is known about teachers’ perceptions of feasibility during active implementation, or the factors that influence it. This study examines the link between teachers’ individual and shared perceptions of implementation climate related Schoolwide Positive Behavior Interventions and Supports (SWPBIS) feasibility in a sample of 348 K-5 general education teachers across 39 elementary schools in the pacific northwestern United States. Results indicate that teachers who experience their schools’ implementation climate as positive are more likely to report SWPBIS as feasible, controlling for teachers’ shared perceptions of implementation climate. These findings highlight the importance of attending to implementation outcomes to support the effectiveness of school-based SEB interventions.

Authors

• Catherine Corbin, University of Florida
  Presenting Author

• Maria Hugh, University of Kansas Medical Center
  Non-Presenting Author

• Mark Ehrhart
  Non-Presenting Author

• Jill J. Locke, University of Pennsylvania
  Non-Presenting Author

• Chayna Davis, Kaiser Permanente Washington Health Research Institute
  Non-Presenting Author

• Eric Brown
  Non-Presenting Author

• Clayton R. Cook, University of Minnesota
  Non-Presenting Author

• Aaron Lyon
  Non-Presenting Author