Identifying Factors that Increase Sustainability of SWPBIS in US Middle Schools

Abstract

School-wide positive behavior interventions and supports (SWPBIS) is a multi-tiered framework with decades of documented success in reducing problem behavior, increasing academic achievement, and promoting positive school climates. Approximately 20% of schools nationwide (n=26,000) implement SWPBIS (Kittleman et al., 2020). However, many schools that adopt SWPBIS abandon the program after only a few years of implementation. Therefore, it is necessary to investigate factors that promote sustainability of SWPBIS. By identifying factors that increase schools’ likelihood to sustain practices, we can target our implementation efforts both effectively and efficiently thereby improving student outcomes. The Benchmarks of Quality (BoQ) is used annually by schools to collect implementation data to be used for action planning. In the current study, the BoQ was used for two purposes: to identify sustaining and non-sustaining schools and to identify predictor variables that most likely promote sustainability. This study is unique as it solely examines middle school data in the United States whereas previous studies have included K-12 schools. A binary logistic regression analysis was conducted using BoQ Critical Elements from 2016-2019. In 2019, 74% of middle schools were categorized as sustaining SWPBIS practices. Of the 10 Critical Elements on the BoQ, Data Entry and Rewards were the Critical Elements most likely to increase schools’ fidelity scores on the BoQ. This analysis adds to the literature on SWPBIS sustainability by identifying factors that could increase the likelihood of sustainability in middle schools thereby enabling them to better implement SWPBIS.