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Positive behavior interventions : The issue of sustainability of positive effects
Yeung, Alexander S. Craven, Rhonda G. Mooney, Mary Tracey, Danielle Barker, Katrina Power, Anne Dobia, Brenda Chen, Zhu Schofield, Jill Lewis, Timothy J.
Yeung, Alexander S.
Craven, Rhonda G.
Mooney, Mary
Tracey, Danielle
Barker, Katrina
Power, Anne
Dobia, Brenda
Chen, Zhu
Schofield, Jill
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
Date
2016
Type
Journal article
Journal
Educational Psychology Review
Book
Volume
28
Issue
1
Page Range
145-170
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
Published as green open access
License
File Access
Controlled
Open
Open