Factors predicting sustainability of the schoolwide positive behavior intervention support model

Abstract

Jonathan Chitiyoa* & Michael E. Mayba University of Pittsburgh Bradford, Bradford, PA, USAb Southern Illinois University Carbondale, Carbondale, IL, USAJonathan Chitiyo, Ph.D. is an Assistant Professor of Special Education at University of Pittsburgh at Bradford. His research interests include the implementation of school based practices, inclusion, and program planning and development.Michael E. May, Ph.D. BCBA-D is an Associate Professor at Southern Illinois University Carbondale in the Department of Counseling, Quantitative methods, and Special Education. His areas of specialization include: functional analysis of problem behavior, program and staff development, and intellectual and developmental disabilities.CONTACT Jonathan Chitiyo chitiyoj@pitt.edu University of Pittsburgh at Bradford, Division of Management and Education, 300 Campus Drive, Bradford, PA 16701, USAABSTRACTThe Schoolwide Positive Behavior Intervention Support model (SWPBIS) continues to gain widespread use across schools in the United States and abroad. Despite its widespread implementation, little research has examined factors that influence its sustainability. Informed by Rogers's diffusion theory, this study examined school personnel's perceptions of the attributes of SWPBIS that predict its sustainability. These attributes include relative advantage, compatibility, complexity, trialability, and observability. Participants were school personnel employed in schools implementing SWPBIS. Results indicated that the relative advantage and observability of SWPBIS may predict its sustainability. These results led to some important implications for practitioners involved in the implementation of the SWPBIS. Limitations and recommendations for future research are also provided.

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