Abstract
School-wide positive behavior support (SWPBIS) is a well-evaluated school approach to promoting a positive school climate and decreasing problem behaviors. Initial implementation is one of the most critical stages of program implementation. In this qualitative study, the initial implementation of SWPBIS in Swedish schools was studied using an implementation model of behavior change as guidance for interviews and analyses. The study makes significant contributions to previous research as little is known of the implementation of SWPBIS in Swedish context. Focus-group interviews were conducted with 59 professionals on implementation teams from nine schools. Themes were extracted according to implementation team members' perceptions and descriptions of how the initial implementation was carried out. The results of this study revealed relevant themes within the three domains of Capability, Opportunity, and Motivation. Core features were found under the themes of knowledge and experience of similar evidence-based programs, process or result orientation, time, manual content, organizational prerequisites, team functioning, implementation leadership, program as a unifying factor, program aligning with staff beliefs, plausible expectations, and emotional reinforcement. Results are discussed in terms of how they can be used in continuing to develop the Swedish model of SWPBIS. Implications regarding implementation in Swedish schools are discussed, as is the applicability of the model of behavior change for studying implementation in schools.
Highlights
Positive Behavior Intervention and Support (PBIS) is a systems-level multi-tiered approach that encourages socially acceptable student behaviors by creating a safe and supportive social climate (Horner et al, 2017)
Using the Theoretical Domains Framework (TDF) and the Capability, Opportunity, Motivation - Behavior (COM-B) model (Michie et al, 2011) as guidance, the study explores the usefulness of the COM-B model and the TDF to enhance the understanding of the initial implementation of School-wide PBIS (SWPBIS) in a Swedish context
Using the COM-B model and the TDF, this study examines the perceptions of implementation teams at nine Swedish schools in the initial implementation of SWPBS, in order to add to the empirical literature on core features in this context as well as the usefulness of the TDF and COM-B model in exploring SWPBIS implementation
Summary
Positive Behavior Intervention and Support (PBIS) is a systems-level multi-tiered approach that encourages socially acceptable student behaviors by creating a safe and supportive social climate (Horner et al, 2017). Lack of fidelity and sustainability is common scenarios in implementation in schools, especially in imported innovations (Ingemarson et al, 2014; Bodin et al, 2016) This exploratory study contributes to the literature with a greater understanding of initial implementation, cultural adaption of SWPBS in a Swedish context and the usefulness of TDF and COM – B in studying implementation of evidence based practices in schools. It is necessary to establish the training capacity by recruiting external trainers to assist local school teams, the coaching capacity by tailoring and adapting the content to fit local needs, and the evaluation capacity by continuously assessing the fidelity of the implementation (Horner et al, 2014)
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