Stakeholder perceptions of contextual factors related to pbis implementation in high need schools

Sara McDaniel, Sunyoung Kim, Dongjin Kwon, Youn Jeng Choi

Research output: Contribution to journalArticlepeer-review

10 Scopus citations


Positive behavior intervention and supports (PBIS) is a thoroughly researched three-tiered framework for preventing and treating challenging behavior in schools. While more than 20 years of research contribute to the literature base, less is known about PBIS implementation in high-needs school settings, particularly those that serve students predominantly from low-income families and majority minority student populations across urban and rural districts. This study investigated the critical contextual factors of PBIS implementation from the stakeholder perspective. Specifically, we surveyed 161 participants including teachers, school staff members, and administrators who were PBIS team members and had received technical assistance in PBIS implementation. The completed surveys were analyzed with participants and their schools coded for district type, Title I funding, and position in order to determine how the perceptions of issues such as buy-in, administrator support, PBIS in secondary school settings, and poverty affect PBIS implementation and team needs. The factor analysis and resulting structure along with statistically significant results for each factor are presented along with implications.

Original languageEnglish
Pages (from-to)109-122
Number of pages14
JournalJournal of Children and Poverty
Issue number2
StatePublished - 2018

Bibliographical note

Publisher Copyright:
© 2018 Informa UK Limited, trading as Taylor & Francis Group.


  • Discipline
  • PBIS
  • Poverty
  • Student outcomes


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