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Article
Developing Buy-in for Positive Behavior Support in Secondary Settings
Preventing School Failure
  • Hank Bohanon, Loyola University Chicago
  • Meng-Jia Wu, Loyola University Chicago
Document Type
Article
Publication Date
1-1-2014
Publisher Name
Taylor and Francis
Disciplines
Abstract
Based on the implementation of school-wide positive behavior supports (SWPBS) in high schools, the current study examined the effect of supporting buy-in through conducting needs assessments and focused professional development for high school staff when implementing SWPBS. The effectiveness of the two additional items was investigated using two treatment schools and two comparison schools. The hypothesis was that schools with enhanced support would implement SWPBS better and student office discipline referrals (ODRs) would drop due to the better implementation. Overall, the results showed the treatment schools improved in fidelity and demonstrated significant improvement in numbers of ODRs. In contrast, both comparison schools decreased in fidelity and none demonstrated significant changes in ODRs. Suggestions for practice and future research are provided.
Comments

This is an Author's Original Manuscript of an article submitted for consideration in the Preventing School Failure, © Taylor & Francis; Preventing School Failure is available online at http://www.tandfonline.com/

Bohanon, H. & Wu, M. (In Press). Developing buy-in for positive behavior support in secondary settings. Preventing School Failure, 58 (4), 1–7. doi: 10.1080/1045988X.2013.798774

Creative Commons License
Creative Commons Attribution-Noncommercial-No Derivative Works 3.0
Citation Information
Bohanon, H. & Wu, M. (2014). Developing buy-in for positive behavior support in secondary settings. Preventing School Failure, 58 (4), 1–7. 223-229. doi: 10.1080/1045988X.2013.798774 http://ecommons.luc.edu/education_facpubs/17/