Positive behavior interventions : The issue of sustainability of positive effects
Journal article
Yeung, Alexander S., Craven, Rhonda G., Mooney, Mary, Tracey, Danielle, Barker, Katrina, Power, Anne, Dobia, Brenda, Chen, Zhu, Schofield, Jill and Lewis, Timothy J.. (2016). Positive behavior interventions : The issue of sustainability of positive effects. Educational Psychology Review. 28(1), pp. 145-170. https://doi.org/10.1007/s10648-015-9305-7
Authors | Yeung, Alexander S., Craven, Rhonda G., Mooney, Mary, Tracey, Danielle, Barker, Katrina, Power, Anne, Dobia, Brenda, Chen, Zhu, Schofield, Jill and Lewis, Timothy J. |
---|---|
Abstract | During the last decade, positive behavior interventions have resulted in improvement of school behavior and academic gains in a range of school settings worldwide. Recent studies identify sustainability of current positive behavior intervention programs as a major concern. The purpose of this article is to identify future direction for effective implementation of positive behavior interventions based on a comprehensive review of the current status of positive behavior interventions in terms of sustainability. The review will also examine implementation fidelity, as a factor that impacts upon sustainability. Literature reviewed in this study demonstrates that administrator support and professional development were the most frequently cited influential factors in previous research on sustainability of positive behavior interventions. In particular, the review highlights the significance of implementation fidelity at the classroom level for sustaining positive outcomes of positive behavior interventions over time. It is argued that in order to sustain positive effects of positive behavior intervention, future implementation efforts need to emphasize administrator support for the school team, ongoing high-quality professional development, and technical assistance. Moreover, a focus on coaching classroom-level implementation fidelity is of significant importance, as is the development and validation of evaluation tools for sustainability based on large-scale longitudinal international studies and more in-depth qualitative investigations. |
Keywords | positive behavior intervention; sustainability; school improvement; support; review |
Year | 2016 |
Journal | Educational Psychology Review |
Journal citation | 28 (1), pp. 145-170 |
Publisher | Springer New York LLC |
ISSN | 1040-726X |
Digital Object Identifier (DOI) | https://doi.org/10.1007/s10648-015-9305-7 |
Scopus EID | 2-s2.0-84958042902 |
Open access | Published as green open access |
Research or scholarly | Research |
Page range | 145-170 |
Funder | Australian Research Council (ARC) |
Research Group | Institute for Positive Psychology and Education |
Author's accepted manuscript | File Access Level Open |
Publisher's version | License All rights reserved File Access Level Controlled |
ARC Funded Research | This output has been funded, wholly or partially, under the Australian Research Council Act 2001 |
Grant ID | ARC/LP0991508 |
Place of publication | United States of America |
https://acuresearchbank.acu.edu.au/item/852z9/positive-behavior-interventions-the-issue-of-sustainability-of-positive-effects
Download files
Author's accepted manuscript
AM_Yeung_2016_Positive_Behavior_interventions_the_issue_of.pdf | |
File access level: Open |
Restricted files
Publisher's version
166
total views1556
total downloads0
views this month13
downloads this month