Perceptions of Implementing Positive Behavior Interventions and Supports in High-Need School Contexts through the Voice of Local Stakeholders.

Positive behavior interventions and supports (PBIS) is an evidence-based framework for preventing and treating challenging behavior in schools and improving overall school climate. The efficacy of this positive, proactive framework has been well established across varying school settings, yet little is known about schoolwide PBIS implementation and sustainability in high-need school contexts. This qualitative study investigated perceptions of the barriers and facilitators to implementing and sustaining PBIS in high-need schools from the perspectives of four stakeholders. A semistructured focus group was conducted with stakeholders from high-need schools with experience in implementing PBIS. Four key categories were identified: (a) perceptions of PBIS outcomes, (b) challenges, (c) additional supports, and (d) suggestions for improving PBIS in high-need schools. Practical implications and next steps are discussed. Positive behavior interventions and supports (PBIS) is a prevention framework for establishing positive school climate and student behaviors (Bradshaw, Koth, Bevans, Ialongo, & Leaf, 2008; Simonsen et al., 2012). The framework provides a proactive system for promoting students’ success in schools by employing a multitiered continuum of support with evidence-based behavior interventions for all students (Fallon, O’Keeffe, Gage, & Sugai, 2015). Implementing and Sustaining Tier 1 PBIS in High-Need School Settings The effectiveness of PBIS in a decrease of students’ negative outcomes such as expulsions, office discipline referrals (ODRs), and suspensions has been reported in an extensive body of research (Bradshaw, Mitchell, & Leaf, 2010; Simonsen et al., 2012; Simonsen, Sugai, & Negron, 2008). Therefore, over the past decade a rapidly increasing number of schools in the United States have adopted PBIS. As of 2014, approximately 20,000 schools across states have reported that they have received training and assistance from The Technical Assistance Center on Positive Behavioral Interventions and Supports and have implemented PBIS (Horner, 2014; see also www.pbis.org). The schoolwide approach is implemented in three tiers, including universal schoolwide, targeted, and intensive individual interventions. Tier 1, the universal schoolwide level, is to support all students schoolwide and prevent the development of problem behaviors. For the approximately 15% of students for whom universal intervention is not beneficial, targeted interventions at Tier 2 are provided with small groups or individual interventions. Tier 3 interventions focus on students with chronic and serious behavior problems, providing intensive, individualized interventions such as a behavior intervention plan or a wraparound approach (Horner & Sugai, 2015; Kerr & Nelson, 2009). Among the three tiers of PBIS, the universal intervention has produced the broadest impact on school contexts and students as it requires a significant number of staff and targets all student populations (Lohrmann, Forman, Martin, & Palmieri, 2008). Because it focuses on supporting all students, the universal intervention is mainly intended to prevent problem behaviors across the school by establishing and instructing schoolwide behavior expectations (Lohrmann et al., 2008; Horner & Sugai, 2015). To implement the universal level (schoolwide PBIS; SWPBIS) of PBIS with high fidelity, there are several general features involving the following. • SWPBIS is implemented by an established PBIS team within the school. • The team typically consists of eight to 12 staff, administrators, teachers, representative parents, and students whose roles are related to planning and implementation of SWPBIS and data-based decision making. • Among the team, one or two members (typically the school psychologist or counselor) serves as the team coach to provide on-site support to their team; • The team establishes three to five positively stated schoolwide expectations, as well as a concrete reward system for students. • The entire school presents a cohesive approach to providing a positive school climate and a consistently implemented consequence system while the administration and PBIS team collect and analyze behavior data on a regular basis as part of a data-based, problem-solving approach to reduce discipline incidences and improve school climate. A recent study by Farkas and colleagues (2012) supported the effectiveness of Tier 1 implementation. They implemented the Tier 1 intervention of PBIS, SWPBIS, in an alternative school setting to support students in grades 5–12 who have an emotional disturbance or otherwise are health impaired. As the Tier 1 intervention was schoolwide, all staff involved in the school (i.e., teachers, social workers, administrators, and psychologists) and all students participated in the program. Through the implementation with fidelity ensured, they found that Tier 1 intervention was effective to promote students’ appropriate behaviors