A problem based learning project investigating implementation of positive behavioral interventions and supports on the high school level in Missouri.

摘要

This stfudy describes a problem-based learning project investigating implementation of Positive Behavioral Interventions and Supports (PBIS) at the high school level in Missouri. Review of literature indicated several concerns related to positive school climate, traditional forms of discipline, and implementation of PBIS at the high school level. Implementation of PBIS at the high school level has been problematic given the unique context and needs of the level. Many high schools in Missouri struggle to implement and sustain essential components of the PBIS framework with fidelity. This is problematic given the promise of this framework to improve school climate and student outcomes.;The project team conducted a literature review in the areas of school discipline, the PBIS framework, implementation research, and contextualizing PBIS at the high school setting. Following this review, the team used data from the 2014 PBIS Self-Assessment Survey of Missouri high schools as background information. With feedback from expert PBIS researchers, the team developed a 29-question survey and sent it to 70 high school principals in Missouri. These principals were contacted because their schools were identified as participating in the state initiative during the 2013-2014 school year and also were included in the 2014 PBIS Self-Assessment Survey.;There was a 35.7% response rate to the survey about PBIS implementation at the high school level. The team analyzed responses and examined emergent themes. Several factors were found to serve as enablers and hindrances of implementation such as staff buy-in, external leadership, and training. The team also discovered the existence of gaps between the perceptions of high school administrators/PBIS representatives and the perceptions of high school faculties and staff regarding implementation levels of PBIS. As a result, the team provided recommendations for prioritizing training, shared leadership, and improved use of data-based decision making to support the sustained fidelity of PBIS implementation at the high school level in Missouri.