Implementation of SWPBIS in high school: Why is it different?
| Autor: | Mimi McGrath Kato, K. Brigid Flannery |
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| Rok vydání: | 2016 |
| Předmět: |
Data collection
Evidence-based practice Developmental age Learning environment 05 social sciences Information Dissemination 050301 education Organizational culture Context (language use) Education Intervention (law) Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Developmental and Educational Psychology 0501 psychology and cognitive sciences Psychology 0503 education 050104 developmental & child psychology |
| Zdroj: | Preventing School Failure: Alternative Education for Children and Youth. 61:69-79 |
| ISSN: | 1940-4387 1045-988X |
| DOI: | 10.1080/1045988x.2016.1196644 |
| Popis: | Schoolwide Positive Behavioral Intervention and Supports (SWPBIS) is a framework for establishing a schoolwide positive social culture with a continuum of behavior supports and an effective learning environment for all students. This framework was initially implemented in elementary and middle schools and more recently in high schools. Coaches for high schools implementing SWPBIS often comment on how implementation looks different in high schools and takes longer. This article explores how the high school context (i.e., size of school and organizational culture, developmental age of students) impacts the foundational systems of the SWPBIS framework (i.e., leadership system, communication system, data system) and how coaches and others can take this into consideration when supporting high schools in implementation. |
| Databáze: | OpenAIRE |
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