Policies and Practices Supporting Positive Behavioral Interventions and Supports (PBIS) Implementation in High-poverty Florida Middle Schools

Abstract

The current study provides foundational research on the extent to which Florida Title 1 middle schools (schools including grades 7 and/or 8) have policies and practices that align with core components of positive behavioral interventions and supports (PBIS). Principals from 197 (42.73%) of all FL Title 1 schools that included at least grades seven and/or eight responded to a survey that focused on the existence and characteristics of: (1) a continuum of evidence-based interventions; (2) leadership team implementation and coordination; (3) content expertise and fluency; (4) process integrity; (5) continuous progress monitoring; and (6) crisis intervention. Results based on an analytic sample of 36.69% of schools indicate that, while schools predominantly identify using a PBIS framework to guide behavioral policies and practices, important features are lacking that would indicate a comprehensive, coordinated implementation approach. The use of multi-tiered programs and supports, planning for continuous improvement and training, and assessment of fidelity and ecological validity of selected practices in high-poverty schools are issues requiring a greater understanding and implementation support. Additional results, as well as recommendations for research and practice are provided.