Context is key: evaluating SWPBIS Tier 1 implementation in high schools

Abstract

The Schoolwide Positive Behavior and Supports (SWPBIS) framework was developed as a positive approach to school discipline, prioritizing the development and implementation of preventative systems that support school and student success. A majority of the SWPBIS research has prioritized implementation of Tier 1 (universal) structures in elementary schools, yet high schools have been implementing Tier 1 at increasing rates with varied success. This dissertation explored Tier 1 SWPBIS implementation in high schools through: (a) a narrative review of the research on Tier 1 SWPBIS implementation in high school settings and (b) a secondary analysis of a large, national, dataset of SWPBIS implementation. To this end, we analyzed the conceptual roots and history of SWPBIS, Tier 1 fidelity and core practice elements, along with an updated review of research examining the relations between high school Tier 1 implementation fidelity and office discipline referrals (ODRs). Narrative review findings highlighted the need to disaggregate data by school level, engage in more comprehensive reporting of fidelity, and establish greater experimental evidence to support deeper understanding of Tier 1 implementation and its effects at the high school level. Through the secondary analysis we found racially and ethnically marginalized (REM) students had significantly higher ODR rates than White students, and mixed results on the relationship between Tier 1 implementation fidelity and ODR rates. Overall, the narrative review demonstrated a positive relationship between Tier 1 implementation in high schools and outcomes. However, the secondary analysis revealed conflicting results regarding the association between Tier 1 fidelity components and ODRs.Keywords: SWPBIS, Schoolwide Positive Behavior Interventions and Supports, Tier 1, high school, implementation fidelity, Tiered Fidelity Inventory, student outcomes, ODRs, discipline