Voices from the Field: Stakeholder Perspectives on PBIS Implementation in Alternative Educational Settings

Abstract

The positive behavior interventions and supports (PBIS) framework is currently implemented in over 18,000 schools in the United States. Schools implementing PBIS with fidelity report school level benefits including decreases in problem behavior, increases in academic engaged time, and improved perceptions of school safety. While potential benefits exist for alternative educational (AE) settings such as AE schools, residential and juvenile justice (JJ) facilities, there are relatively few examples of implementation in these settings. This pilot sought to expand the understanding of PBIS implementation in alternative settings through a series of exploratory interviews conducted with administrators and PBIS team members in different AE settings. The interviews revealed a pattern of core themes characterizing the settings, personnel behavior, policies, and operating procedures serving as facilitators and barriers to implementation of the PBIS framework. These core themes are described in detail as a means to (a) inform the field about the implementation of the PBIS framework in AE settings, and (b) provide guidance for personnel implementing PBIS in AE settings.

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