Document Type
Article
Publication Date
1-28-2019
Abstract
This research examined the risk and protective factors of responders and nonresponders to a schoolwide implementation of positive behavioral interventions and supports (SW-PBIS) within an alternative school. Students completed self-perception measures of individual, school, community, and home systems. Multivariate analysis of variance indicated a statistically significant difference between responders and nonresponders on the individual and school systems models. Direct logistic regression indicated that within these models, hostility, destructive expression of anger, depression, academic self-concept, attitude to teachers, and attitude to school each made a significant contribution in identifying responders and nonresponders. Findings suggest that factors at the individual and school levels may be crucial in identifying individuals who respond favorably to SW-PBIS. Interventions that target specific risk factors may improve responsiveness to SW-PBIS in alternative schools.
Recommended Citation
Griffiths, A.-J., Izumi, J. T., Alsip, J., Furlong, M. J., & Morrison, G. M. (2019). Schoolwide positive behavioral interventions and supports in an alternative education setting: Examining the risk and protective factors of responders and non-responders. Preventing School Failure: Alternative Education for Children and Youth, 63(2), 149–161. doi: 10.1080/1045988X.2018.1534224
Peer Reviewed
1
Copyright
Taylor & Francis
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Psychology Commons, Other Education Commons, Social and Philosophical Foundations of Education Commons
Comments
This is an Accepted Manuscript of an article published in Preventing School Failure: Alternative Education for Children and Youth, volume 63, issue 2, in 2019, available online at DOI: 10.1080/1045988X.2018.1534224. It may differ slightly from the final version of record.