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Journal of Positive Behavior Interventions
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What's this?

Sustaining School-Based Individualized Positive Behavior Support

Perceived Barriers and Enablers

Linda M. Bambara

Lehigh University

Stacy Nonnemacher

Pennsylvania's Department of Public Welfare

Lee Kern

rLehigh University

This qualitative interview study investigates the perceived barriers and enablers to implementing and sustaining individualized positive behavior supports (IPBS) by school-based team members across five stakeholder groups. The findings reveal specific factors across five broad themes: (a) school culture, (b) administrative leadership and support, (c) structure and use of time, (d) ongoing professional development, and (e) family and student involvement. The findings offer insight into the interconnectedness of factors that can interfere with or support IPBS in schools and suggest implications for practice and future research.

Key Words: individualized positive behavior support • tertiary interventions • school teams • systems change • sustainability • qualitative research

This version was published on July 1, 2009

Journal of Positive Behavior Interventions, Vol. 11, No. 3, 161-176 (2009)
DOI: 10.1177/1098300708330878
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