Schoolwide positive behavioral interventions and supports in an alternative education setting: Examining the risk and protective factors of responders and non-responders

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.

Keywords:

• Alternative schools
• at-risk youth
• juvenile delinquents
• protective factors
• risk factors
• schoolwide positive behavior support

Additional information

Notes on contributors

Amy-Jane Griffiths

Amy-Jane Griffiths, PhD, is an assistant professor in the Attallah College of Educational Studies at Chapman University. Her current research interests include supporting youth and families from underserved communities, specifically youth with emotional and behavioral challenges, and collaborative approaches to academic and mental health assessment and intervention.

Jared T. Izumi

Jared T. Izumi, EdS, is a doctoral candidate in school psychology at the University of Missouri. His research interests include early identification and intervention for emotional and behavioral disorders as well as multitiered systems of support.

James Alsip

James Alsip, EdS, is a school psychologist with Green Dot Public Schools in Los Angeles, California. His current research interests include trauma-informed care, positive behavioral interventions and supports, and academic intervention.

Michael J. Furlong

Michael Furlong, PhD, is a distinguished professor emeritus and research professor, International Center for School Based Youth Development, University of California–Santa Barbara. He is a fellow of the American Psychological Association (Division 16, School) and American Educational Research Association, and a member of the Society for the Study of School Psychology.

Gale M. Morrison

Gale M. Morrison, PhD, is professor emeritus of counseling/clinical/school psychology at the University of California–Santa Barbara. Her research interests were risk and resilience, school discipline trajectories of children, school suspension and expulsion practices, and school safety.