1/20/2024 0 Comments Iep aim academy pa![]() Thus, a growing literature has emerged on implementation quality, or the degree to which program delivery adheres to the original program model. Such modifications are problematic because they may “cut back” on components critical to a program’s effectiveness. In contrast to research trials, “real world” program implementers often make modifications due to limited time and resources thus, the program delivered is often quite different from what was intended ( Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005). To reduce problem behaviors, effective programs must be identified, disseminated, and well implemented. Understanding Real-World Implementation Quality and “Active Ingredients” of PBIS As schools continue to face problems of bullying, substance use, and other deviant behaviors, teachers and administrators are increasingly realizing the need for prevention. Findings are discussed in terms of their implications for policy. Overall, findings highlight the importance of assessing implementation quality in “real-world” settings, and the need to continue improving understanding of how and why programs work. ![]() Results of the present study identify three key components of PBIS that many schools are failing to implement properly, three program components that were most related to lower rates of problem behavior (i.e., three “active ingredients” of PBIS), and several school characteristics that help to account for differences across schools in the quality of PBIS implementation. Data from 27,689 students and 166 public primary and secondary schools across seven states included school and student demographics, indices of PBIS implementation quality, and reports of problem behaviors for any student who received an office discipline referral (ODR) during the 2007-2008 school year. The present study takes advantage of a uniquely large dataset to gain a better understanding of the “real-world” implementation quality of PBIS, and to take a first step toward identifying the components of PBIS that “matter most” for student outcomes. In the present study, these issues are explored within a widely used school-based, non-curricular intervention, Positive Behavioral Intervention and Supports. ![]() Depending on which components of a program are being trimmed or altered, such modifications may seriously undermine the effectiveness of a program. Programs delivered in the “real world” often look substantially different from what was originally intended by program developers. ![]()
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