Date of Award

8-1-2016

Degree Name

Doctor of Philosophy

Department

Special Education

First Advisor

May, Michael

Abstract

The School-wide Positive Behavior Intervention Support model (SWPBIS) continues to gain widespread use across schools in the U.S. and abroad. However, despite its widespread use across schools and the large body of research demonstrating its utility, little research has examined the implementation process to see what factors contribute or inhibit its successful implementation. Informed by Rogers’ diffusion theory, this study examined factors that may influence the sustained implementation of the SWPBIS. These factors are relative advantage, compatibility, complexity, trialibility, and observability. Results of this study indicated that the relative advantage and observability of SWPBIS may explain school personnel’s willingness to continue with its implementation. These results led to some important implications for practitioners involved in the implementation of the SWPBIS. Limitations and recommendations for future research are also provided.

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