Understanding School Personnel's Resistance to Adopting Schoolwide Positive Behavior Support at a Universal Level of Intervention

Sharon Lohrmann · Susan G. Forman · Stacy D. Martin · Mark J. Palmieri

116 citations0/0 files storedJournal of Positive Behavior Interventions

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Behavioral and Psychological Studies School Health and Nursing Education Education Discipline and Inequality

Abstract

In recent years, a large number of schools around the country have implemented schoolwide positive behavior support (SWPBS; Sugai & Horner, 2006). Because of the increasing use of this model of support, research examining the factors associated with implementation is needed. The purpose of this investigation was to document and contextualize technical assistance providers' observations and perspectives about what factors influenced or explained school personnel's resistance toward implementing the universal level of SWPBS. Qualitative research methods were used to investigate the barrier conditions considered by technical assistance providers as influential on school personnel's resistance to adopting SWPBS at a universal level of intervention and the complementary strategies used to promote cooperation and commitment. Multiple interviews from 14 technical assistance providers suggest five barrier conditions that contribute to resistance and the complementary strategies used to promote cooperation and commitment. A detailed description of the five conditions and strategies is provided. Additionally, implications for practice and areas of future research are addressed.

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1992Basics of Qualitative Research: Grounded Theory Procedures and Techniques.1997Qualitative Research for Education: An Introduction to Theory and Methods 1996Qualitative Research Design: An Interactive Approach 2006Interviewing as qualitative research a guide for researchers in education and the social sciences 1997A Guide to Conducting Consensual Qualitative Research 2006A Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support 2002The Evolution of Discipline Practices: School-Wide Positive Behavior Supports 2006The relationship of school-wide Positive Behavior Support to academic achievement in an urban middle school

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