The factors that count: predicting implementation fidelity of evidence-based behavioural supports in Australian schools

ABSTRACT

A need for the successful and sustained implementation of positive and proactive approaches to behaviour support has been widely acknowledged in Australia. School-wide positive behavioural interventions and supports (SWPBIS) is one approach that has been increasingly adopted across Australia to meet the social and behavioural needs of all students. However, successful and sustainable implementation of SWPBIS with fidelity has proven a challenging task. At present, limited exploration of SWPBIS implementation efforts have been undertaken in Australia. The current study addressed these gaps in two ways. First, the fidelity of Tier 1 SWPBIS implementation was assessed within 15 schools. Results indicated the majority of schools were implementing Tier-1 SWPBIS with fidelity. Second, a survey instrument was developed, validated, and used to assess 241 teachers’ perceptions of variables that may help or hinder SWPBIS implementation across these same Victorian schools. Based on these data, a two-step hierarchical regression model was used to identify predictors of implementation fidelity. The first model found leadership, resourcing, data, teacher beliefs about behaviour, and pre-service preparation were predictive of implementation fidelity, while the second found school duration of implementation, along with resourcing and data, predicted fidelity. The implications of these findings and future research directions are discussed.

KEYWORDS:

• Behaviour
• inclusive education
• Special Education

Acknowledgement

This research was part of a doctoral thesis submitted by the first author in partial fulfillment of the requirements for a Doctor of Philosophy degree at Monash University. This manuscript is an original work that has not been submitted to nor published anywhere else.

The author(s) declare no conflicts of interests with respect to the authorship and/or publication of this article nor did they receive any financial support for the research, authorship, and/or publication of this article.

This research was supported by an Australian Government Research Training Program (RTP) Scholarship, as well as Monash University in the form of the Graduate Research Completion Award.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Russell A. Fox

Dr Russell Fox is an educator with experience teaching in both primary and secondary school settings. He has worked extensively in alternative education settings, specifically supporting students exhibiting behaviours of concern and at risk of school disengagement. In addition to his teaching experience, Russell has worked as a teacher coach supporting in-context implementation of positive behaviour supports and in a senior policy role. His research interests are School-wide Positive Behavioural Interventions and Supports (SWPBIS), teacher implementation and fidelity, inclusive education, and the application of Applied Behaviour Analysis (ABA) within educational settings.

Umesh Sharma

Umesh Sharma is Professor in the Faculty of Education at Monash University, Australia where he is the Associate Dean (Equity and Inclusion). Umesh’s research programs in the area of disability and inclusive education span India, Pakistan, China, Bangladesh, Fiji, Solomon Islands, Vanuatu and Samoa as well as Australia, Canada, USA and New Zealand. He is the chief co-editor of the Australasian Journal of Special Education and the Oxford Encyclopedia of Inclusive and Special Education. His main areas of research are: positive behaviour support, inclusive education for disadvantaged children and policy and practice in special and inclusive education.

Erin S. Leif

Dr Erin Leif is a Board Certified Behaviour Analyst and Senior Lecturer in the School of Educational Psychology and Counselling, Faculty of Education, at Monash University. In this role, she coordinates the Master of Applied Behaviour Analysis course. Her research currently focuses on the exploration of strategies for building the capability of the workforce to effectively use positive, preventative, evidence-based practices when supporting children and young people with diverse learning needs in home, school and community settings. She is involved in projects exploring positive behaviour support, multi-tiered systems of support, trauma-informed behaviour support, and universal design for learning.