TY - JOUR
T1 - Examining the Relative Utility of PBIS Implementation Fidelity Scores in Relation to Student Outcomes
AU - Pas, Elise T.
AU - Johnson, Stacy R.
AU - Debnam, Katrina J.
AU - Hulleman, Chris S.
AU - Bradshaw, Catherine P.
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The funding for this work was provided in part by grants from the Centers for Disease Control and Prevention (R49/CCR318627 and 1U49CE 000728) and the National Institute of Mental Health (1R01MH67948-1A) awarded to Philip Leaf, from the Institute of Education Sciences awarded to Philip Leaf (R324A070118) and Catherine Bradshaw (R324A110107, R305H150027), from the U.S. Department of Education, from the William T. Grant Foundation, and from the National Institute of Justice (2014-CK-BX-0005), each awarded to Catherine Bradshaw.
Publisher Copyright:
© Hammill Institute on Disabilities 2018.
PY - 2019/2/1
Y1 - 2019/2/1
N2 - There are several widely used Positive Behavioral Interventions and Supports (PBIS) implementation fidelity measures, including the Schoolwide Evaluation Tool (SET), but there is limited empirical investigation substantiating the association between specific fidelity cut point scores and student outcomes. This article examined different SET cut points in reference to school-level outcomes across 180 elementary, middle, and high schools participating in randomized trials of PBIS. Specifically, we examined the implementation fidelity achieved in the sample, as well as within each school level (i.e., elementary, middle, and high). Using the binary complier index, we examined the association of each of three SET cut points with behavioral and academic outcomes using t tests and receiver operating characteristic (ROC) curve analyses. Although the t tests did not provide confirmation of one specific cut point, post hoc analyses suggested that the cut point may need to be tailored to school levels. There was moderate convergence between implementation on one scale (i.e., responses to behavioral violations) and academic achievement, based on ROC curve analyses for the 70% and 80% cut points. Implications for research and practice are discussed.
AB - There are several widely used Positive Behavioral Interventions and Supports (PBIS) implementation fidelity measures, including the Schoolwide Evaluation Tool (SET), but there is limited empirical investigation substantiating the association between specific fidelity cut point scores and student outcomes. This article examined different SET cut points in reference to school-level outcomes across 180 elementary, middle, and high schools participating in randomized trials of PBIS. Specifically, we examined the implementation fidelity achieved in the sample, as well as within each school level (i.e., elementary, middle, and high). Using the binary complier index, we examined the association of each of three SET cut points with behavioral and academic outcomes using t tests and receiver operating characteristic (ROC) curve analyses. Although the t tests did not provide confirmation of one specific cut point, post hoc analyses suggested that the cut point may need to be tailored to school levels. There was moderate convergence between implementation on one scale (i.e., responses to behavioral violations) and academic achievement, based on ROC curve analyses for the 70% and 80% cut points. Implications for research and practice are discussed.
KW - cut point scores
KW - fidelity
KW - positive behavior supports
KW - randomized controlled trial
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U2 - 10.1177/0741932518805192
DO - 10.1177/0741932518805192
M3 - Article
AN - SCOPUS:85060556488
SN - 0741-9325
VL - 40
SP - 6
EP - 15
JO - Remedial and Special Education
JF - Remedial and Special Education
IS - 1
ER -