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Journal of Positive Behavior Interventions
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Reviews

The Validity and Reliability of the Self-Assessment and Program Review

Assessing School Progress in Schoolwide Positive Behavior Support

Bridget Walker

Seattle University, walkerb{at}seattleu.edu

Doug Cheney

University of Washington, Seattle

Scott Stage

University of Washington, Seattle

The Self-Assessment and Program Review (SAPR) was developed to provide an assessment tool that schools could use to track their progress in implementing key practices related to all three levels of schoolwide positive behavior supports (SWPBS). The SAPR is a team-based assessment tool, using both individual and team ratings of 10 evidence-based subscales and related indicators, to monitor the implementation of SWPBS practices and assist teams in developing and monitoring plans for school improvement. This article describes the background, development, features, and details of the initial psychometric properties of the measure. The role and function of the SWPBS leadership team were also analyzed for their influence on the assessment and implementation process. Overall, results suggest that the SAPR is both reliable and valid, and it provides a useful and efficient tool to leadership teams interested in assessing their implementation of key SWPBS practices.

Key Words: schoolwide positive behavior support • school improvement • team-based assessment • leadership teams • school improvement planning • positive behavior support • PBS assessment • evidence-based practices

This version was published on April 1, 2009

Journal of Positive Behavior Interventions, Vol. 11, No. 2, 94-109 (2009)
DOI: 10.1177/1098300708322445
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