An exploratory case study of PBIS implementation using social network analysis

Abstract

An exploratory case study is presented in which social network analysis (SNA) was used to explore how school teaming structures influence the implementation of School-Wide Positive Behavioral Interventions and Supports (PBIS). The authors theorized that PBIS leadership teams that include members with connections to all other information-sharing teams (e.g., grade level teacher teams) within schools would enable more comprehensive PBIS implementation. Matrices and sociograms depicting the structure and attributes of school-based teams, PBIS implementation data, and teacher self-reports were analyzed in two schools. Findings suggest that the configuration and positioning of PBIS leadership teams within a school's communication network will influence school-wide implementation and the degree to which teachers accurately articulate school-wide core values and teach core values to their students. Implications for the configuration of PBIS leadership teams and the use of SNA to examine how teams constrain or advance PBIS implementation are discussed.

Keywords::

• administration
• behavioral management
• positive behavior intervention support
• prevention
• professional issues

Additional information

Notes on contributors

Sara A. Whitcomb

Sara Whitcomb is an Associate Professor in the University of Massachusetts School Psychology Program. Her research is centered on Positive Behavioral Interventions and Supports (PBIS) and social and emotional learning efforts. Whitcomb has co-authored a Taylor & Francis text entitled Behavioral, Social, and Emotional Assessment for Children and Adolescents. She actively consults in schools and appreciates teaching a systems-level consultation practicum to her doctoral students.

Rebecca H. Woodland

Rebecca Woodland is an Associate Professor in the University of Massachusetts Educational Leadership Program. She is an expert in Social Network Analysis methodology and school-wide change efforts. She has published extensively in this area and works with schools across the United States.

Shannon K. Barry

Shannon Barry is a graduate of the University of Massachusetts School Psychology Program. Her dissertation focused on using SNA to better understand implementation of PBIS in multiple schools. She is currently a postdoctoral clinician at the May Institute in Boston.