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Sustainability of PBIS:Maintaining the Momentum
Kent McIntosh
Gary Mulry
Sheree Garvey
National PBIS Forum, October 2013
Handouts: http://www.pbis.org
Who are we?Kent McIntoshGary MulrySheree Garvey
Who are you?Roles?PBIS implementation experience?
Who are we?
Where are you in implementation process?
Adapted from Fixsen & Blase, 2005
1. Share results of research on sustainability of PBIS
Kent
2. Provide specific strategies at the district and school levels for enhancing sustainability
Gary Sheree
Overview
Handouts: http://www.pbis.org
IES: NCSER (R324A120278)
OSEP: TA Center on PBS (H326S03002)
Social Sciences and Humanities Council of Canada (SRG F09-05052)
Hampton Endowment Fund (J07-0038)
Support for these projects:
Participants in these studies State Networks
Jerry Bloom, Susan Barrett and PBIS Maryland Cristy Clouse, Barbara Kelley and CalTAC Eric Kloos, Ellen Nacik, Char Ryan and Minnesota DOE Mike Lombardo, Rainbow Crane and Placer COE Lori Lynass, Celeste Rossetto Dickey, Chris Borgmeier, Tricia
Robles and NWPBIS Network Mary Miller-Richter, Nanci Johnson and MO SW-PBS Justyn Poulos, Wisconsin PBIS Network Heather Reynolds, NC DOE
Co-authors
Thanks and Acknowledgments
In keeping with the new state initiative, this fall we will be implementing an exciting new district initiative of SNI in place of LYI. All Pro-D days previously scheduled for LYI will be rescheduled as staff development for SNI. The $500 for release time and materials for LYI will be discontinued and provided instead for SNI. By the way, you will need to create local SNI teams that meet weekly. The former members of your LYI team would be perfect for this new team. Your new SNI binders will be coming next week. Have a great year!!!
MemoTo: School AdministratorsFrom: District Administrators
(Latham, 1988)
What are the most important factors for why schools do and don’t sustain PBIS?Enablers?Barriers?
Brainstorming
What do we perceive as the single most important factor for sustainability?McIntosh, K., Predy, L., Upreti, G., Hume, A. E. & Mathews, S. (in press). Perceptions of contextual features related to implementation and sustainability of School-wide Positive Behaviour Support. Journal of Positive Behaviour Interventions.
1. What features were perceived as most and least important for:
Initial implementation Sustainability
2. What features were rated as significantly more important for sustainability than for initial implementation?
Research Questions
Sample: 257 respondents from 14 US states 49% Elementary 16% Middle 5% High School Average implementation: 6 years (1 to 15)
MeasureQuestionnaire asking respondents to share factors and
barriers for: Initial implementation Sustainability
Method
1. School administrators actively support PBIS2. School administrators describes PBIS as a
top priority for the school3. A school administrator regularly attends and
participates in PBIS team meetings4. The PBIS school team is well organized and
operates efficiently5. The school administrators ensure that the
PBIS team has regularly scheduled time to meet
Most Important Perceived Factors for Sustainability
1. Other initiatives are present that compete with PBIS
2. School personnel are opposed to PBIS because it goes against their personal values
3. High levels of administrator turnover
4. High levels of school personnel turnover
5. High levels of PBIS “champion” turnover
Less Important Factors for Sustainability
PBIS is viewed as a part of systems already in use (as opposed to being an “add-on” system)***
PBIS has been integrated into new school or district initiatives***
Parents are actively involved in the PBIS effort (e.g., as part of team or district committee)***
A vast majority of school personnel (80% or more) support PBIS***
More Important to Sustainability than Initial Implementation
Note. ***p < .001
School Administrator Support
Ok…what do we do when…1. An administrator is opposed to PBIS?
2. A committed administrator moves on?
Most Important Single Perceived Factor?
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, in press)
What is the single strongest predictor of 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 Behaviour Support. Exceptional Children, 79, 293-311.
The SUBSIST is a research measure assessing the variables that enhance or prevent sustainability of school-based behavior interventions
Two levels of questionsSchool-level variablesDistrict-level variables
A Measure for Researching Sustainability
A Measure for School Teams
The SUBSIST ChecklistA self-assessment and action planning tool for
school teams and coaches50 critical features based on SUBSIST itemsAn integrated action plan for sustainabilityAvailable for free at:
http://bcpbs.wordpress.com/evaluation
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 PBS Fidelity
5.38**
.07
Team Use of Data
School Priority
.47
8888888888888888888888888888888
District Priority
Capacity Building
Sustained PBS Fidelity
-.34
.41
88888
888
School Priority (20 items) Administrator support, staff support, perceived
effectiveness, perceived efficiency, integration into new initiatives
Team Use of Data (11 items) School team/staff skill, functioning, regular meetings, data
collection, use of data for decision making, presenting data to staff and community
District Priority (5 items) District support, state support, funding, district policy,
promoted to external organizations Capacity Building (3 items)
Access to district coaching, yearly professional development, connection to a community of practice
Four Factors
School teams can benefit from training in running meetings and using data
Districts can support schools by offering training, coaching, and connections
Implications
What are the most important critical features of PBIS for sustainability?
Mathews, S., McIntosh, K., Frank, J. L., & May, S. (in press). Critical features predicting sustained implementation of school-wide positive behavior support. Journal of Positive Behavior Interventions.
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?
Participants 261 US schools implementing PBIS
PBIS Self-Assessment Survey (SAS) completed in 2006-07
Benchmarks of Quality (BoQ) completed in 2009-10
72% of our sample also used SWIS for Office Discipline Referrals (ODRs) for 2009-10
Data available from the Center on PBIS
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
Teacher Led Whole Group
Identify Attention Signal…….Teach, Practice, Reinforce
Be Respectful
Be Responsible
Be Safe
EXPECTATIONS
Classroom Procedures/Routines
Class-Wide ArrivalCooperative
LearningGroups
IndependentSeat Work
Teacher Led 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 neighbor
• 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 are we trying to learn now?
McIntosh, K., Kim, J. R., Mercer, S. H., Strickland-Cohen, M. K., & Horner, R. H. (in prep). Variables associated with enhanced sustainability of School-wide Positive Behavioral Interventions and Supports.
3 year, longitudinal study of factors related to sustained implementation of PBISSUBSIST factorsSchool demographic dataSchool team actionsAccess to coaching, training, and community
of practice eventsFidelity of implementation and student
outcomes data over 3 years 860 schools participating
The Study
Demographics Years implementing PBIS? Grade Level (E/M/H)? Enrollment? Urbanicity? Percent of non-white students? Percent of students receiving free/reduced lunch?
School team actions Do you have access to a coach with dedicated FTE? Number of hours of coaching received? How often does your school PBIS team meet? How often are data presented to all school staff?
What is most related to high sustainability scores?
SUBSIST Scores by Frequency of Sharing Data with All Staff
Interested in a PhD in PBIS at the University of Oregon?
https://education.uoregon.edu/program/special-education-phd
New Doctoral Leadership Grant focusing on IMPLEMENTATION SCIENCE in 2014Federal funding for your doctoral degree
(full tuition coverage, medical, monthly stipend)Research seminar with invited expertsSpecialization in PBIS, Secondary/Transition,
Academic Intervention, Low Incidence and/or EI For details, email [email protected] or
visit the following site:
Contact Information
Kent McIntoshSpecial Education Program
1235 University of Oregon
Eugene, OR 97403
Handouts: http://kentmcintosh.wordpress.com
Cannon Beach, Oregon © GoPictures, 2010
Appleton Area School DistrictAppleton, Wisconsin
Summary of AASD Implementation
Team Implementation Checklist (TIC)
Benchmarks of Quality (BoQ)
McKinley ElementaryAppleton Area School District
Appleton, Wisconsin
School Wide Information Systems (SWIS)
End of Year Triangle
2010-11 2011-12 2012-13
Suspension Data
Initial PBIS Stages for AASD: Each Spring/Summer months a review of the AASD PBIS District-
Wide Framework is reviewed and planning for the upcoming school year begins:◦ April ~ Budget is reviewed and new district-wide budget is created
◦ May ~ The AASD PBIS Leadership Team CELEBRATES the successes and determines its focus for the upcoming school year
◦ April/May ~ Final plans are completed for the AASD PBIS Regional Summer Institute: 2013 Positively Educating Healthy Kids Summer Institute
◦ June ~ All data is reviewed at Data Retreat allowing for Action Planning for district and sites
◦ August ~ AASD PBIS Regional Summer Institute is held (Two Days)
◦ August ~ Yearlong Blueprint is created for: Staff Development opportunities to build fidelity Internal Site Coordinators Training Schedule SWIS Training Schedule AASD District-Wide Roll Out Plan
Appleton Area School DistrictAppleton, Wisconsin
City of Appleton = 73,000◦ AASD also services multiple smaller municipalities outside city limits
Appleton Area School District ~ Urban◦ Employees = 1,600 ~ All Staff ◦ Students = 1,550 ◦ Fifteen Elementary Schools + Two Charters◦ Four Middle Schools + One Alternative MS◦ Three High Schools + One Alternative HS
Thirteen Charter Schools (Schools within Schools)◦ Demographics
Ethnicity: 75% White, 8% Hispanic, 5% Black, 11% Asian, 1% American Indian Non-Disability/Disability: 86% / 14% Economic Status: 37% Economically Disadvantaged Homeless Population: 2%
AASD PBIS Leadership District-Wide Committee
The Appleton Area School District has developed the following framework for its PBIS Leadership Team:◦ External District Coaches (2)◦ Assistant Superintendent of School Services◦ Assistant Superintendent of Student Services◦ Director of Assessment, Curriculum, and Instruction ◦ Director of Special Education ◦ Special Education Cluster Coordinator◦ Elementary Principal Representative◦ Middle Level Principal Representative ◦ High School Principal Representative ◦ Elementary Internal Site Coach ◦ Middle Level Internal Site Coach◦ High School Internal Site Coach ◦ District-Wide School Psychologist Representative◦ District-Wide School Social Worker Representative◦ AASD Paraprofessionals Representative (2) ◦ Community Agency Member ◦ Parents (2) ◦ 2013-2014 High School Student Representatives (2)
AASD PBIS Leadership Meetings The Appleton Area School District Leadership Committee meets
once a month with meetings scheduled for two (2) hours in length Committee meeting is facilitated by the two (2) External District
Coaches Committee Format:
◦ Points of Information
◦ All group: District-wide Discussions and Action Plan items
◦ Sub-Committee Reports & Committee Work Time Assessment, Surveys, and Data PBIS Tier 2 PBIS Anti-Bullying Internal Site Coaches Collaboration PBIS Pyramid Model (Early Childhood, Title One, and 4K) AASD PBIS Summer Institute PBIS Public Relations/Community PBIS Family Partnerships Web-Site & Share Point Link
Funding Visibility PolicyPoliticalSupport
Training CoachingBehavioral Expertise
Evaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
Data and Fidelity - AASD Assessment Structurewww.pbisapps.org All Schools/District requirement take: Self Assessment Survey 1x per year (April)Team Implementation Checklist 2x per year (January and May: optional)Benchmarks of Quality 1x per year (May)Phases of Implementation 1x per year (May)School Evaluation Tool 1x per year (May)
All Schools use SWIS-School Wide Information SystemDistrict has three (3) SWIS Facilitators
Each SWIS Facilitator oversees seven (7) schools
External District Coaches/Internal Site Coaches Layers of SupportAASD has provided multiple layers of
support to assist schools in increasing fidelity and maintaining sustainability ◦Three/Four Coaches at each site ◦Roles and Responsibilities Outlined ◦Mentoring of Staff to assist with student
behavior◦Individual/Small Group Social Skills Classes◦Action Planning ~ Data Digs in June ◦Staff Development Days
Presentations to support site Action Planning
AASD Training Opportunities AASD has taken the time and effort to ensure that all stakeholders have the
Universal Framework components. Training groups include:
◦ Board of Education Presentations
◦ Administrative Presentations at Retreats
◦ All AASD New Teacher Hires
◦ All AASD Substitute Teachers
◦ All AASD Paraprofessionals
◦ All Summer School Teachers
◦ PBIS Universal Booster Sessions to any AASD staff wishing to increase PBIS repertoire
◦ Outside Agencies Appleton Police Department PSL Officers, YMCA Before/After School
Care, Boys/Girls Club, Appleton Education Foundation, Outagamie County Social Workers, Youth Alliance Workers
2013-2014: Appleton Parks and Recreation Department and Appleton Community Partnerships
AASD Staff Development and Collaboration
Throughout the entire school year/summer, we are providing school improvement/PBIS support:◦ Continuous School Improvement Plans (CSIP)
Thirty (30) hours of Action Planning During the School Year with DATA DIG at end of the Year
◦ AASD PBIS Yearly Blueprint Plan ~ Utilizing PBIS Blueprint Model◦ External District/Internal Site Coaches Collaboration Sessions
Two (2) days each year to share district-wide information
◦ PBIS Universal Booster Refresher Staff Development Four (4) times a year to AASD staff, AASD substitutes, and student teachers University Level ~ Presenting to Junior/Seniors at UW-Oshkosh
◦ Cool Tools/Behavioral Lesson Plans Staff Development Two (2) after-school sessions to collaboratively share and create
◦ PBIS National Conference in Chicago – October◦ PBIS Wisconsin Leadership Conference – August ◦ School-Wide Informational System (SWIS) Quarterly Meetings◦ AASD Share Point Web-Site ~ All AASD PBIS Resources in ONE Location
AASD PBIS Budget An AASD all-district budget has been created to support:
◦ All PBIS Trained Schools at each level (elementary/middle/high school)
◦ The AASD budget excludes the FTE allocations and salary for two (2) External District Coaches
AASD PBIS Summer Institute ~ $18,000 (separate)
2013-2014 Budget = $92,350◦ Internal Site Coaches Collaboration Days (2) ~ substitutes◦ AASD Tier Two Implementation Work Days◦ Internal Site Coaches Compensation ◦ AASD Building Allocations for Site PBIS Spending◦ National PBIS Conference Travel◦ District-wide Supply Account◦ SWIS License Fees for all Sites◦ Grant Writing Allocation
AASD Communication Efforts School/Site Level:
◦ Parent Handbook, School Web-sites, PTA Meetings, School-Wide PBIS Logos, Brochures, Folders/Agenda Planners, New Parent/New Student Orientation, Parent/Teacher Conference, Concerts, Plays, Talent Shows, Parent Reps on PBIS Team, School Newsletter, All-Alert Messages
District-Level: The Appleton Area School District has created a Share Point web-base that allows all staff members and parents the opportunity to view and utilize PBIS district-wide resources
District-Level: PBIS Universal District-wide Brochure
◦ 2013-2014 ~ PBIS Tier Two District-wide Brochure being developed
Web-Link: Character Education/PBIS
◦ All links have an overview page that provides reader with pertinent information ~ The links are: Universal Tier 2 Tier 3 Bullying District-Wide Implementation Information Internal Site Coordinators District-Wide Calendar
Site Teams-The Heart of PBIS Implementation
“To build trusting relationships, we need to communicate with the intent to learn from others, not control them.
Trust is the glue that makes effective collaboration and teamwork possible.
Without trust, people become competitive or defensive, and communication is distorted and unreliable.”
Building your site team! Building your site team! Things to consider!Things to consider! Administrator needs to be on the team and at
the table! Consider the skill set of your staff! Consider trust! Develop courageous conversations! Use data to determine your teams!
Committee StructureCommittee StructureAligns with Universal
Recognition/Acknowledgement TeamPublicity Social Skills/Teach -To TeamData
Facilitated by Administration and/or Internal Coaches
Lead a teamAgenda DrivenRoles and Responsibilities
McKinley Elementary-MJ McKinley Elementary-MJ WAY WAY
DATA TEAMDATA TEAM11stst and 3 and 3rdrd THURSDAY 7:30 THURSDAY 7:30 a.m. a.m. SWIS-Review Big 7 and present to staff Behavior Referral Form-ODR-Office Discipline Referral Makes recommendation to Social Skills Team on lessons Problem Solves on specific students prior to BCT Think Tank Tier 2-CICO-Reviews students on CICO to monitor success
Members:
Sheree Garvey-Administrator
Lori Smested-Internal Coach
Jill Kinney
Sara Hechel
Heidi Schmidt
Meeting Time is set!
Roles and Responsibilities
are set
Roles and Responsibilities
are set
Led by Administrator or Internal Coach
Cost Analysis: Cost Analysis: ElementaryElementary
COST/BENEFIT ANALYSIS WORKSHEET
Enter info below Time Regained
School name Smith
Elementary School
StudentAdministrat
or
Minutes 4620 3465
Hours 77 58 Days 10 7 Number of
referrals for last year
546
Number of
referrals for this year
315
Average # of
minutes student is out of class due to referral
20
Average # of minutes administrator needs to process referral
Average # of
minutes administrator needs to process referral
15
Cost Analysis: Middle Cost Analysis: Middle LevelLevel
COST/BENEFIT ANALYSIS WORKSHEET
Enter info below Time Regained
School name Howard
Middle School StudentAdministrato
r Minutes 29060 21795 Hours 484 363 Days 61 45 Number of
referrals for last year
2346
Number of
referrals for this year
893
Average # of
minutes student is out of class due to referral
20
Average # of minutes administrator needs to process referral
Average # of
minutes administrator needs to process referral
15
Instructional Impact Instructional Impact Improving social development and
behavior managementCreating a safe school environment Increasing student instructional
timeIncreasing effective use of teacher
and administrator timeData always needs to be utilized in
moving schools forward and making decisions
Creating Culture of Creating Culture of Collaboration Collaboration
Development of Professional Development of Professional Learning Communities Learning Communities
In the Appleton Area School District: RtI=PBIS and PBIS=RtI
What do we want students to learn?How do we know they have learned
it?How will we respond when they
have not learned it?How will we respond when they
already know it?
RtI=PBIS and PBIS=RtI RtI=PBIS and PBIS=RtI
Three Strands in Continuous School Improvement Plans
Culture of CollaborationResponse to Instruction
Family and Community Engagement
AASD ~ SustainabilityThinking “Outside” the Box
What works for your school
district?
Small Steps!
Hiring Practices!
Celebrate!
Mentoring!
Administrator Capacity
Creative Budgets
Contact Information: We wish all of you continued success as you move your district and school sites forward with your PBIS Framework ~
Gary Mulry, AASD PBS [email protected]
Sheree Garvey, Coordinator of School Improvement for PBIS and Parent [email protected]
Final Thoughts. . .The staff member who says,
“I just don’t have the time and effort to implement all of these positive behavioral strategies!”
Is like the farmer who says,“I just don’t have time to build a fence ~ I am way too busy chasing the cows!!”
There is no such thing as resistance to change, it is actually inadequate preparation!
Leadership Team Action Planning
Worksheets: StepsSelf-Assessment: Accomplishments & Priorities
Leadership Team Action Planning Worksheet
Session Assignments & Notes: High Priorities
Team Member Note-Taking Worksheet
Action Planning: Enhancements & Improvements
Leadership Team Action Planning Worksheet
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.
Hume, A. E., & McIntosh, K. (in press). Construct validation of a measure to assess sustainability of school-wide behavior interventions. Psychology in the Schools.
Mathews, S., McIntosh, K., Frank, J. L., & May, S. (in press). Critical features predicting sustained implementation of school-wide positive behaviour support. Journal of Positive Behavior Interventions.
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.
Selected References
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 Behaviour 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. (in press). Perceptions of contextual features related to implementation and sustainability of school-wide positive behaviour support. Journal of Positive Behaviour Interventions.
Strickland-Cohen, M. K., McIntosh, K., & Horner, R. H. (in press). Sustaining effective practices in the face of administrator turnover. Teaching Exceptional Children.
Selected References
