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This exploratory study identifies district characteristics linked to high SWPBIS implementation fidelity and sustained positive discipline outcomes. Six districts implementing with fidelity were identified, followed by semi-structured interviews with district staff. Eight themes emerged, and limitations and implications are discussed.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/district-practices-associated-with-successful-swpbis-implementation/594777/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/district-practices-associated-with-successful-swpbis-implementation/594777.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main purpose of this exploratory study?","Question",{"text":112,"@type":113},"To identify district characteristics associated with high proportions of schools implementing SWPBIS with fidelity and sustaining positive student discipline outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the high-implementing districts selected?",{"text":117,"@type":113},"Six high-implementing districts were identified based on implementing SWPBIS with fidelity and sustained positive discipline outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"What common features were identified from interviews?",{"text":121,"@type":113},"Analysis of semi-structured interviews revealed eight themes, including District Coordinator, Coaches, District Teaming, Internal Implementation Drivers, Leadership Buy-In and Support, District Data Infrastructure, Direct Support to Schools, and Communication.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594777,1792161562,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","District Practices Associated With Successful SWPBIS Implementation  \nBehavioral Disorders 2018, Vol. 43(3) 393–406  \n© Hammill Institute on Disabilities 2018 Reprints and permissions: [sagepub.com/journalsPermissions.nav](sagepub.com/journalsPermissions.nav)[ ](sagepub.com/journalsPermissions.nav)[DOI: 10.1177/0198742917753612](DOI: 10.1177/0198742917753612)[ ](DOI: 10.1177/0198742917753612)[journals.sagepub.com/home/bhd](journals.sagepub.com/home/bhd)  \nHeather Peshak George, PhD 1, Karen Elfner Cox, MA 1, Devon Minch, PhD 1, and Therese Sandomierski, PhD 1  \nAbstract  \nSchoolwide positive behavior interventions and supports (SWPBIS) is a widely implemented model for systematically supporting the social and behavioral development of students with and without disabilities, including those with and at risk for emotional and behavioral disorders. Identifying district factors associated with SWPBIS implementation fidelity and improved student outcomes can assist district personnel with appropriate allocation of resources, including professional development and school-based implementation support. Due to the limited empirical support for district-level factors that influence school practices and student outcomes, this exploratory study was conducted with the goal of identifying characteristics associated with school districts that have a high proportion of schools implementing SWPBIS with fidelity and sustained positive student discipline outcomes. Six high-implementing districts were identified, and semi-structured interviews with district staff were then conducted to identify common features staff attributed to their district’s positive outcomes. Analysis of those interviews revealed eight themes including District Coordinator, Coaches, District Teaming, Internal Implementation Drivers, Leadership Buy-In and Support, District Data Infrastructure, Direct Support to Schools, and Communication. Limitations and implications are discussed.  \nKeywords  \nSWPBIS, organizations, student outcomes  \nStudents with emotional and behavioral disorders (EBD) have the highest risk for poor school outcomes of any disability category (Wagner & Cameto, 2004) . When students with EBD engage in ongoing patterns of challenging behavior, they are at higher risk of peer rejection, negative teacher interactions, and isolation from their community (Dunlap et al., 2006) . In addition, challenging student behaviors often overwhelm district- and school-level personnel as they strive to address high rates of disciplinary incidents. Schoolwide positive behavior interventions and supports (SWPBIS) is a model that addresses student behavior by systematically supporting the social behavior development of all students in schools (Sugai & Horner, 2009; Walker et al., 1996) . SWPBIS is a prevention framework for delivering a continuum of supports that integrates systems, data, and practices critical to obtaining desired schoolwide and student outcomes (Sugai & Horner, 2002) .  \nAn increasing number of schools have adopted the SWPBIS framework, which consists of a three-tiered continuum of evidence-based practices and organizational systems, emphasizing data-driven decision making, team-based problem solving, and multitiered systems of support (MTSS) to achieve academic and social success for students with and without disabilities (Lo, Algozzine, Algozzine, Horner, & Sugai, 2010; Office of Special Education Programs [OSEP]  \nTechnical Assistance Center on Positive Behavioral Interventions and Supports [PBIS Center], 2015) . When implemented with fidelity, SWPBIS has been shown to result in decreases in office discipline referrals (ODRs) and out-of-school suspensions (OSS), as well as improved school climate, academic outcomes, and student engagement (Algozzine & Algozzine, 2007; Bradshaw, Koth, Bevans, Ialongo, & Leaf, 2008; Bradshaw, Koth, Thornton,& Leaf, 2009; Bradshaw, Mitchell, & Leaf, 2010; Bradshaw, Waasdorp, & Leaf, 2012; Childs, Kincaid, & George, 2010; Gag","cbCaigfIrsET8s0P","https://ap.wps.com/l/cbCaigfIrsET8s0P","pdf",611858,14,"English","# Abstract\n## SWPBIS model and rationale\n## District factors and study design\n## Themes identified\n## Limitations and implications\n# Introduction\n## Risks for students with emotional and behavioral disorders\n## SWPBIS prevention framework and outcomes\n## Importance of district support and mechanisms","[{\"question\":\"What was the main purpose of this exploratory study?\",\"answer\":\"To identify district characteristics associated with high proportions of schools implementing SWPBIS with fidelity and sustaining positive student discipline outcomes.\"},{\"question\":\"How were the high-implementing districts selected?\",\"answer\":\"Six high-implementing districts were identified based on implementing SWPBIS with fidelity and sustained positive discipline outcomes.\"},{\"question\":\"What common features were identified from interviews?\",\"answer\":\"Analysis of semi-structured interviews revealed eight themes, including District Coordinator, Coaches, District Teaming, Internal Implementation Drivers, Leadership Buy-In and Support, District Data Infrastructure, Direct Support to Schools, and Communication.\"}]","District Practices Associated With Successful SWPBIS Implementation | PDF",1792079828,35]