Perceived Enablers and Barriers Related to Sustainability of School-Wide Positive Behavioral Interventions and Supports
The purpose of this study was to identify the most important perceived enablers and barriers regarding sustainability of school-wide positive behavioral interventions and supports. School personnel representing 860 schools implementing or preparing to implement school-wide positive behavioral interventions and supports completed an open-ended survey of factors regarding its sustainability. Qualitative analyses were used to assess perceptions of the most important factors related to sustainability. Thematic analysis produced 13 themes regarding enablers and/or barriers. The most commonly cited enablers were staff buy-in, school administrator support, and consistency. The most commonly cited barriers were staff buy-in, resources: time, and resources: money. Results are discussed in terms of enhancing durability of evidence-based practices in schools.
Pinkelman, S. E., McIntosh, K., Rasplica, C., Berg, T., & Strickland-Cohen, M. K. (2015). Perceived enablers and barriers related to sustainability of school-wide positive behavioral interventions and supports. Behavioral Disorders,40(3), 171-183.