Leadership for Effective Implementation and Sustainability of PBIS

Kent McIntosh

University of Oregon

1. Describe the concepts of implementation science and sustainability

2. Share the factors related to promoting sustainability of PBIS in schools

3. Provide activities to use in your schools for sustaining effective practices…as soon as tomorrow

4. Provide time to build an action plan

Goals for this Evening

Handouts:http://www.pbis.org

Support for these projects:

IES: NCSER (R324A120278)

OSEP: TA Center on PBIS (H326S03002)

Social Sciences and Humanities Council of Canada (SRG F09-05052)

Hampton Endowment Fund (J07-0038)

Investigating your Systems of SupportCSI Maps

RESPONSE TO INTERVENTION

AND THE THREE TIER MODEL 1-5% Tier 3 - Supports for a Few

5-15% Tier 2 - Supports for Some

80-90% Tier 1 - Supports for All

in order to increase student success

=

These students get these tiersof support

+

Three Tiered Model of Student Supports(from Susan Barrett)

The goal of the tiers is student success, not labeling

C = Core (Universal) S = Strategic (Targeted) I = Intensive (Intensive) Write down the support provided at each

tier (strategies, programs, interventions) Write down how your school identifies

what level of support students need

CSI Maps

handout

RESPONSE TO INTERVENTION

AND THE THREE TIER MODEL

C = Core (Universal) S = Strategic (Targeted) I = Intensive (Intensive) Write down the support provided at each

tier (strategies, programs, interventions) Write down how your school identifies

what level of support students need

CSI Maps

1. Identify GAPS in: 1. Support

2. Assessment

2. Consider priorities for filling gaps

CSI Maps: Interpretation

What did you learn? What surprised you?

Discussion

Next, put a check mark next to the practices/interventions/strategies for which: You collect student outcomes dataStudent outcomes data show improvement

Going Deeper:Outcomes

What did you learn? What surprised you?

Discussion

The extent to which the critical features of the practice (e.g., PBS) are implemented as intended

Helps us improve outcomes for students Helps team target next steps and areas for

improvement

What is… fidelity of implementation?

Why assess it?

“Fidelity of implementation of academic and behaviour interventions is documented before measuring effects and assigning worth to them or blaming children (and teachers) for continuing failure.”

(Algozzine, Putnam, and Horner, 2012)

Use of Fidelity Data

1. Identify the critical features of effective practices

2. Show the degree to which our agreements and values are visible in our daily practice

3. Should be used to celebrate successes and continual growth as opposed to magnifying shortcomings

Good fidelity of implementation tools…

(adapted from Miller, 2010)

How do you track that you have implemented well?

Now, circle practices/interventions for which you collect fidelity data

Fidelity of Implementation Considerations

What did you learn? What surprised you?

Discussion

What happens next? Name 2 action plan steps

Report Out

Action Plan

handout

We just took inventory of the WHAT and organized it by tiers

WHAT = the practices, programs or strategies themselves

Now let’s talk about the HOW

HOW = putting them in place

The WHAT and the HOW

An Introduction toImplementationScience

What do we mean by implementation?

“A specified set of purposeful activities at the practice, program, and system level designed to put into place a program or intervention of known dimensions with fidelity.”

What is implementation science?“The study of how to promote implementation.”

Definitions

Common perception

TRAINING

IMPLEMENTATION

=

Implementation Equation

Effective InterventionsThe “WHAT”

Effective Implementation

The “HOW”

Positive Outcomes for

Students (and adults)

Dean Fixsen

“Students cannot benefit from

interventions they do not experience.”

The State of the ArtSynthesis of

implementation research from 1970-2004

Program development and replication data

Qualitative study of programs

The National Implementation Research Network Monograph

ctndisseminationlibrary.org/PDF/nirnmonograph.pdf

Evidence-based Interventions

Actual SupportsYears 1-3

Outcomes Years 4-5

Every Teacher Trained

Fewer than 50% of the teachers received some training

Fewer than 10% of the schools used the CSR as intended

Every Teacher Continually Supported

Fewer than 25% of those teachers received support

Vast majority of students did not benefit

Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006

Longitudinal Studies of a Variety of Comprehensive School Reforms

Lessons from Failed Efforts (Fixsen, 2013)

LETTING IT HAPPENTeachers are accountable

vs.

MAKING IT HAPPEN Implementation teams are accountable

Quality Implementation

Based on Greenhalgh, Robert, MacFarlane, Bate, & Kyriakidou, 2004

1. We pick what’s most likely to workEvidence-based practices

2. We organize our resources for successMulti-tiered systems of supportFollow stages of implementation

How do we MAKE IT HAPPEN?

Exploration Installation

Initial ImplementationFull Implementation

Sustainability

Stages of Implementation(Fixsen et al., 2005)

Exploration

Installation

Initial Implementation

Full Implementation

Sustainability

Stage Primary Goal Key Implementation ActivitiesExploration To determine whether the

practice is a good match for the community, based on the needs and resources of the community and the demands and benefits of the practice

-Investigating the practice-Assessing needs and resources of the community and the demands and benefits of the practice -Developing an implementation plan for the chosen practice, including action items and a clear timeline

Stages of Implementation

Stages of Implementation

Stage Primary Goal Key Implementation ActivitiesInstallation To prepare and structure the

resources and supports to build a solid framework for implementation

-Ensuring adequate funding and staffing-Developing mechanisms related to initial implementation and the day to day routines of the practice (e.g., referral forms, data management systems)-Training the school personnel to implement the practice

Stages of Implementation

Stage Primary Goal Key Implementation ActivitiesInitial Implementation

To maintain the fidelity and principles of the practice throughout the initial resistance to change

-Implementing the practice with students-Structuring a support system for troubleshooting and professional development to maintain the fidelity of the practice and keep morale high

Stages of Implementation

Stage Primary Goal Key Implementation ActivitiesFull Implementation

To continue to carry out the practice with high fidelity and monitor effectiveness as the practice shifts from a new initiative to the routine practice (i.e., the status quo)

-Monitoring fidelity with formal measures and comparing to fidelity criterion goals-Assessing practice effectiveness once fidelity criterion goals are met

Stages of Implementation

Stage Primary Goal Key Implementation ActivitiesSustainability To respond to shifts in the

community and in original support for the practice (e.g., staff turnover, loss of funding) and maintain the practice, with high fidelity, through these changes

-Continuing to monitor fidelity and effectiveness-Maintaining an awareness of the needs of the community as they change-Ensuring proper support and training in the practice as new staff enter the community

What do we usually do well?What do we usually not do well?

Exploration

Installation

Initial Implementation

Full Implementation

Sustainability

What are the odds that a given school initiative will sustain?

(Latham, 1988)

What specific experiences have you had with initiative abandonment?

Implementation Autopsies

1. React to Problem Behavior

2. Select and Add Practice

3. Hire Expert to

Train Practice

4. Expect (Hope) for Implemen-

tation

5. Wait for new

problem

Get off the Train & Hope Train

1. If you continued on the same or similar path, what will be the likely result?

2. What would it look like in your “dream work world”?

Back to your CSI Maps

1. We pick what’s most likely to workEvidence-based practices

2. We organize our resources for successMulti-tiered systems of supportFollow stages of implementation

3. We provide support to the adults who are supporting the studentsOngoing coachingDistrict systems

How do we MAKE IT HAPPEN?

Exploration Installation

Initial ImplementationFull Implementation

Sustainability

SustainabilityDurable implementation of a practice at a

level of fidelity that continues to produce valued outcomes (McIntosh et al., 2009)

Definition

OngoingChallenge

StudentOutcomes

Select Practices& Implement with Fidelity

Antecedent Behavior Consequence

Barriers to Sustainability: The Three Cs

Changes in Context

- Lack of contextual fit

- New challenges exist

- Competing initiatives

Changes in Capacity

- Loss of funding

- Attrition of key opersonnel

Changes in Consequences

- Diminished effectiveness odue to poor fidelity

- Outcomes no longer operceived as important

Identifying barriers (and plans to address them) is a critical step in systems-level change (Curtis, Castillo, & Cohen, 2008)

Sometimes you need to avoid those obstacles!

Why “admire the problem?”

Sustainability ActivityBarriers to Sustainability Worksheet

Barriers to Sustainability Worksheet

Risk Factors/Barriers

Plan to Address Barriers

Changes in Context

Changes in Capacity

Changes in Consequences

OngoingChallenge

StudentOutcomes

Select Practices& Implement with Fidelity

Antecedent Behavior Consequence

Barriers to Sustainability: The Three Cs

Changes in Context

- Lack of contextual fit

- New challenges exist

- Competing initiatives

Changes in Capacity

- Loss of funding

- Attrition of key opersonnel

Changes in Consequences

- Diminished effectiveness odue to poor fidelity

- Outcomes no longer operceived as important

Please share:A barrier to sustainability (past or present)Your plan for addressing it (if you have one)

A Sustainable Community of Practice

Perceived Importance of Contextual Features for Sustainability of PBISMcIntosh, K., Predy, L., Upreti, G., Hume, A. E. & Mathews, S. (2014). Perceptions of contextual features related to implementation and sustainability of School-wide Positive Behavior Support. Journal of Positive behavior Interventions, 16, 29-41.

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Enablers of Sustainability

How would you answer?

School Administrator Support

Ok…what do we do when…1. A committed administrator moves on?

2. An administrator is opposed to PBIS?

Most important single perceived factor in sustainability?

School TeamMaintain the PBIS handbookDocument support among staff and stakeholdersCollect and share outcomes dataMeet with the new administrator

District TeamBuild PBIS into written policyBuild PBIS competencies into hiring criteriaDevelop district coaching capacity

Sustaining PBIS through Administrator Turnover(Strickland-Cohen, McIntosh, & Horner, 2014)

Interviews with 10 principals initially opposed or lukewarm to PBIS but are now champions

Interview questions:1. What helped your active support for PBIS?

2. What hindered your active support for PBIS?

3. What would have made you support PBIS from the onset?

Research on Enhancing Principal Support(McIntosh, Kelm, & Canizal Delabra, in press)

District Actions Provide “Principal Academies” for new administrators

Basics of PBIS Role of administrators

Provide coaching to schools Networking

Arrange informal conversations with other principals supportive of PBIS

Arrange site visits at nearby PBIS schools At the school

Help school staff demonstrate support

Helpful Strategies for Enhancing Principal Support(McIntosh, Kelm, & Canizal Delabra, in press)

For schools already implementing PBIS, barriers are perceived as less important than facilitators (McIntosh et al., 2014)

…and the presence of common barriers is only weakly related to

sustained fidelity of implementation (Turri et al., under review)

Feeling depressed about barriers?

U.S. Schools using PBISAugust, 2015 21,278

00 01 02 03 04 05 06 07 08 09 10' 11' 12' 13' 14' 15' 16' 17' 18'0

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Of 915 schools, what proportion of schools were still sustaining PBIS after 5 years?

93%

Predicting Abandonment of PBIS (Nese et al., under review)

In what year did schools abandon PBIS?

1 2 3 4 5 6 7

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0%

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15%

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30%

Implementation Year

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Promote PRIORITY Ensure EFFECTIVENESS Increase EFFICIENCY Use data for CONTINUOUS

REGENERATION

Four Principles for Sustaining PBIS

Importance in comparison to other practices

Incorporation into core system components

Connection to other initiatives

What is PRIORITY?

Maximize visibilityPresent data to people with resourcesDescribe effects of abandoning support for the

practice Get into written policy Braid project with other initiatives

Show how practice can lead to outcomes of new initiatives

Promoting PRIORITY

What is braiding?

(Bohanon, Goodman, & McIntosh, 2009)

Setting Events TriggeringAntecedents

MaintainingConsequence

Behavior

Presence ofPBIS Coach

Prevalenceof

ProblemBehavior

ImplementPBIS Reductions

InProblemBehavior

DesiredAlternative

TypicalConsequenceSummary Statement

AcceptableAlternative

RestorativePractices

Social &EmotionalLearning

Anti-Bullying Initiatives

Family Engagement

Academic Achievement

Reducing Racial

Inequities

School-basedMental Health

1. Identify shared, valued outcomes What are our overall goals?

2. Defend against activities that don’t help us meet those goals

No free lunches

3. Find common structures (and language) that can be integrated

Teams, data, professional development

Steps in Braiding Initiatives

Sustainability ActivityBraiding worksheet

handout

1. Identify a new initiative you want to implement (e.g., PBS, MTSS) and write it at the top

2. Write all existing initiatives in the first column

3. Complete the rows to find the value added by adopting the new initiative

MTSS Initiative Alignment Worksheet

Newsletters To parents

Monthly/quarterly reports To school staff

Formal presentations To school board To district administrators To PTA To community agencies and businesses

Local news

Make PBIS Efforts Public!

Newsletters

Extent to which the practice results in desired outcomes

Effects must be attributed to the practice

What is EFFECTIVENESS?

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Positive Referrals vs. ODRs:FG Leary Fine Arts School, Chilliwack, BC

Focus on FIDELITY OF IMPLEMENTATION Assess it regularly Use it to enhance what you

already do Share data showing how

fidelity is related to effects

Ensuring EFFECTIVENESS

Team Implementation Checklist (TIC) PBIS Self-Assessment Survey (SAS) School-wide Evaluation Tool (SET) School-wide Benchmarks of Quality (BoQ) Benchmark of Advanced Tiers (BAT) Monitoring Advanced Tiers Tool (MATT) PBIS Tiered Fidelity Inventory (TFI)

Available at: http://pbisapps.org

Measures to assess FIDELITY

Relationship between continued effort and continued effectiveness

Weighed against other potential practices

What is EFFICIENCY?

Get it down on paperLesson plansSchedulesAgendas

Focus on efficient team meetings

Increasing EFFICIENCY

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance Committee

Character Education

Safety Committee

School Spirit Committee

Discipline Committee

DARE Committee

PBIS Team

Working Smarter Team Matrix

1. Eliminate all initiatives that do NOT have a defined purpose and outcome measure

2. Combine initiatives that have the same outcome measure and same target group

3. Combine initiatives that have 75% of the same staff

4. Eliminate initiatives that are not tied to School Improvement Goals

handout

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID

Attendance Committee

Increase attendance

Increase % of students attending daily

All students

Eric, Ellen, Marlee

Goal #2

Character Education

Improve character

Improve character All students

Marlee, J.S., Ellen

Goal #3

Safety Committee

Improve safety Predictable response to threat/crisis

All students

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve morale All students

Has not met

Discipline Committee

Improve behavior

Decrease office referrals All students

Ellen, Eric, Marlee, Otis

Goal #3

DARE Committee

Prevent drug use

All students

Don

PBIS Team Implement 3-tier model

Decrease ODRs, increase attendance, enhance academic engagement, improve grades

All students

Eric, Ellen, Marlee, Otis, Emma

Goal #2Goal #3

Sample Team Matrix

Collection of data to monitor fidelity, outcomes and context

Adaptation over time while keeping critical features intact

Ongoing investment in building local capacity

What is CONTINUOUS REGENERATION?

Adjust practices for a changing environmentPriorityEffectivenessEfficiency

Connect with a community of practice

Using data for CONTINUOUS REGENERATION

Share fairs, networking sessions, district mini-conferences, web-based sharing

Opportunities for school teams to:Celebrate successesLearn from peersSteal ideasContinue momentum Invite important stakeholders

Create Communities of Practice

http://www.pbismissouri.org http://www.pbisillinois.org http://bcpbs.wordpress.com http://pbismaryland.org http://www.cenmi.org/miblsi http://www.modelprogram.com/ http://www.PBISmn.org/ http://www.PBISvideos.org/

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When you keep it fresh……avoid lethal mutations

Consider the critical features of what makes PBIS effectiveReward systems – recognition of their success

Not a scrap of paper without recognition Not insincere praise Not the same for everyone!

Cautions for Continuous Regeneration

Sustainability ActivityPBIS Systems Checkup

handout

Research on PBIS Sustainability

What is the strongest predictor of PBIS sustainability?

McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (2013). Factors related to sustained implementation of School-wide Positive Behavior Support. Exceptional Children, 79, 293-311.

Having a supportive administrator?

Having a strong PBIS team?

What is more important to sustainability?

Model fit indices acceptable (except χ2) χ2 (731) = 881.55, p < .001, CFI = .96, TLI = .96,

RMSEA = .03 R 2 = .45 Factors

Priority (B = .14, SE = .39, p > .05)Team Use of Data (B = .61, SE = .24, p < .05)District Priority (B = -1.14, SE = .66, p > .05)Capacity Building (B = .98, SE = .43, p < .05)

Results: Predictive Model

Sustained PBIS

Fidelity

5.38**

.07

Team Use of Data

School Priority

.47

8888888888888888888888888888888

District Priority

Capacity Building

Sustained PBIS

Fidelity

-.34

.41

88888

888

Having a supportive administrator

Having a strong PBIS team

What is more important to sustainability?

PBIS is most sustainable with a supportive administrator and a strong team

If administrators take too much of a lead, sustainability can suffer

School teams can benefit from training in running meetings and using data

District systems (coaching, training, CoPs) enable both admins and teams

Takeaways

Your Turn! Find someone next to you:

1. Do you have a champion in your school?

2. How would your systems fare if that person moved on?

3. What steps do you need to take to ensure that you’ll continue the work?

What critical features predict sustained PBIS implementation?Mathews, S., McIntosh, K., Frank, J. L., & May, S. (2014). Critical features predicting sustained implementation of school-wide positive behavior support. Journal of Positive Behavior Interventions, 16, 168-178.

Research Questions

1. To what extent do school personnel ratings of implementation of PBIS systems significantly predict sustained implementation and levels of problem behavior?

2. Within any statistically significantly predictive PBIS systems, which critical features of these systems significantly predict sustained implementation?

Four SystemsSchool-wideNon-classroomClassroom Individual

PBIS Self-Assessment Survey (Sugai, Horner, & Todd, 2000)

School-wideNon-classroomClassroom Individual

Which system best predicts sustained implementation (BoQ) 3 years later?

School-wideNon-classroomClassroom Individual

Which system best predicts student outcomes (ODRs) 3 years later?

Expected behaviors defined clearly Problem behaviors defined clearly Expected behaviors taught Expected behaviors acknowledged regularly Consistent consequences CW procedures consistent with SW systems Options exist for instruction Instruction/materials match student ability High rates of academic success Access to assistance and coaching Transitions are efficient

Which features best predict sustained implementation?

Focus on bringing PBIS into the classroomConsistency with SW systemsHigh rates of acknowledgment for prosocial

behavior Focus on quality differentiated instruction

across academic domainsStudent instruction at their level

Lessons learned for sustaining School-wide PBIS

Matrix

SETTING

All Settings

Hallways Playground CafeteriaLibrary/

Computer Lab

Assembly Classroom

Respect Ourselves

Be on task.

Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.

Select healthy foods.

Study, read, compute.

Sit in one spot.

Respect Others

Be kind.Hands/feet

to self.Help/share

with others.

Use normal voice

volume.Walk to right.

Play safe.Include others.Share

equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.

Treat books carefully.

Pick up.Treat chairs appropriately

.

Expe

ctati

ons

EXPECTATIONS

Classroom Procedures/Routines

Class-Wide ArrivalCooperative

LearningGroups

IndependentSeat Work

Whole Group

Identify Attention Signal…….Teach, Practice, Reinforce

Be Respectful

Be Responsible

Be Safe

EXPECTATIONS

Classroom Procedures/Routines

Class-Wide ArrivalCooperative

LearningGroups

IndependentSeat Work

Whole Group

Identify Attention Signal…….Teach, Practice, Reinforce

Be Respectful

• Listen to others• Use inside

voice • Use kind words• Ask permission

• Enter/exit classroom prepared

• Use inside voice

• Listen to others• Acceptdifferences• Use kind words• Encourageothers

• Use quiet voice

• Follow directions

• Eyes/ears on speaker

• Raise hand to speak

• Contribute to learning

Be Responsible

• Be prepared• Follow

directions• Be a problem

solver• Make choices

that support your goals

• Place materials in correct area

• Begin warm-up promptly

• Use Time Wisely

• Contribute• Complete your

part

• Be a TASK master

• Use your neighbour

• Follow directions

• Take notes• Meet your

goals

Be Safe

• Keep hands, feet, and objects to self

• Organize your self

• Walk

• Walk • Use Materials Carefully

• Keep hands, feet, and objects to self

• Stay at seat• Keep hands,

feet, and objects to self

What do long-term sustainers tell us about sustainability?

Andreou, T. E., McIntosh, K., Ross, S. W., & Kahn, J. D. (2015). Critical incidents in sustaining school-wide positive behavioral interventions and supports. Journal of Special Education, 49, 157-167.

Three schools and their school district in rural British Columbia

Sustained PBIS systems for over a decade with minimal provincial support

17 educators 4 District administrators (current or former)4 Principals (current or former)6 General education teachers3 Special education teachers

Settings and Participants

Qualitative interview questions:1. What helps sustainability of PBIS?

2. What hinders sustainability of PBIS?

Method

Findings: 13 Categories Continuous Teaching Positive

Reinforcement SWPBIS Team

Effectiveness Staff Ownership Adaptation Community of

Practice Involving New

Personnel

Use of Data Access to External

Expertise Maintaining Priority School Administrator

Involvement Staff Turnover Conflict of Personal

Beliefs/Mistaken Beliefs

“They believe that what we’re doing is actually making a difference because we see change in behavior.”

“If people find a very positive environment with children…they’re very respectful and so on…then you want to...It reinforces that what we’re doing is right and we don’t want to lose that, we want to keep going.”

Positive Reinforcement

“If it is given to you from the principal, then there is an automatic reaction, the question is whether I have to do it or I don't have to do it...Coming from a teacher…there is a reason for why you’re doing it, because it makes my job easier, because I can tell you as a colleague, hey I'm doing this and it's…staff driven. Not being told to do it.”

Staff Ownership

“First year teachers, they’re overwhelmed, but we kept saying, you know, we’d love to see you at a meeting, you know, it would really help out. And so when they go there it just automatically includes, “you need to start understanding how it really works.”

Involving New Personnel

PBIS Leadership Team Self-AssessmentA self-assessment and action planning tool for

district, regional, or state leadership teamsAn integrated action plan for sustainabilityAvailable for free at: http://pbis.org

A District Planning Tool for Sustainability

The SUBSIST ChecklistA research validated self-assessment and

action planning tool for school teams and coaches

An integrated action plan for sustainabilityAvailable for free at:

http://kentmcintosh.wordpress.com

A School Team Planning Tool for Sustainability

Sustainability ActivitySUBSIST Checklist

1. Complete Self-AssessmentWhat do we have in place?What would be the one addition that would

make the biggest difference?

2. Create an Action Plan to enhance sustainability

Identify WHO will do WHAT by WHEN

SUBSIST Checklist:Self-Assessment for Sustainability

handout

Please share:One of your school’s sustainability strengths

What’s working, strategies, ongoing activities, etc. How you overcame an obstacle

Your top action plan task

A Sustainable Community of Practice

Something for Tomorrow

Teachers are given a stamped, pre-addressed postcard for each student in their classrooms at the start of the year

GOAL: send a quick, positive note home for each student in the school

“Positive Parent Postcards”

Provide students with a school-wide matrix (with blank expectation by setting cells)

Have students write (or draw) expectations for each area

Use results to:Revise matrix to include more

“student-friendly” examples Identify areas or expectations that need

reteaching

“The Blank Matrix Activity”

In one word, what have you found to be the single greatest FACILITATOR of sustainability?

Your Turn Again (time permitting)

In one word, what have you found to be the single greatest BARRIER to sustainability?

Your Turn Again (time permitting)

Complete the following steps with your team or on your own:

1. What are the three things that you think would make the most impact on your school’s systems?

2. Create an action plan:

Consider WHO will do WHAT by WHEN

Your Turn Again (time permitting)

Contact Information

Kent McIntoshSpecial Education Program

University of Oregon

kentm@uoregon.edu

@_kentmc

Handouts: http://kentmcintosh.wordpress.com

Cannon Beach, Oregon © GoPictures, 2010

Coffey, J., & Horner, R. H. (2012). The sustainability of school-wide positive behavioural interventions and supports. Exceptional Children, 78, 407-422.

Curtis, M. J., Castillo, J. M., & Cohen, R. (2008). Best practices in system-level change. In A. Thomas & J. P. Grimes (Eds.), Best practices in school psychology V (pp. 887-901). Bethesda, MD: National Association of School Psychologists.

Gietz, C. & McIntosh, K. (2014). Relations between student perceptions of their school environment and academic achievement. Canadian Journal of School Psychology, 29, 161-176.

Hume, A. E., & McIntosh, K. (2013). Construct validation of a measure to assess sustainability of school-wide behavior interventions. Psychology in the Schools, 50, 1003-1014.

Mathews, S., McIntosh, K., Frank, J. L., & May, S. (2014). Critical features predicting sustained implementation of school-wide positive behaviour support. Journal of Positive Behavior Interventions, 16, 168-178.

Selected References

McIntosh, K., Horner, R. H., & Sugai, G. (2009). Sustainability of systems-level evidence-based practices in schools: Current knowledge and future directions. In W. Sailor, G. Sugai, R. H. Horner, G. Dunlap (Eds), Handbook of positive behavior support (pp. 327-352). New York: Springer.

McIntosh, K., MacKay, L. D., Hume, A. E., Doolittle, J., Vincent, C. G., Horner, R. H., & Ervin, R. A. (2011). Development and initial validation of a measure to assess factors related to sustainability of school-wide positive behaviour support. Journal of Positive Behavior Interventions, 13, 208-218. doi: 10.1177/1098300710385348

McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (2013). Factors related to sustained implementation of school-wide positive behaviour support. Exceptional Children, 79, 293-311.

McIntosh, K., Predy, L. K., Upreti, G., Hume, A. E., Turri, M. G., & Mathews, S. (2014). Perceptions of contextual features related to implementation and sustainability of school-wide positive behaviour support. Journal of Positive Behavior Interventions, 16, 29-41.

Vaughn, S., Klingner, J., & Hughes, M. (2000). Sustainability of research-based practices. Exceptional Children, 66, 163-171.

Selected References