Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

PL EN


2019 | 1(43) | 5-13

Article title

An analysis of teacher perceived barriers to the implementation of evidence-based practices

Selected contents from this journal

Title variants

PL
Analiza barier postrzeganych przez nauczycieli w realizacji praktyk opartych na dowodach naukowych

Languages of publication

PL EN

Abstracts

PL
Praktyki oparte na dowodach naukowych w dziedzinie edukacji specjalnej w Stanach Zjednoczonych zostały dobrze zdefiniowane w literaturze, ale nadal występują wyzwania związane z powszechnym wdrażaniem tych praktyk w środowisku szkolnym. Istnieje wiele czynników, które nie zostały omówione w literaturze, które mogą negatywnie wpłynąć na przeniesienie tych praktyk do klas. W artykule opisano wyniki oceny jakościowej mającej na celu określenie perspektyw nauczyciela na temat barier we wdrażaniu procedur opartych na dowodach w dziedzinie pozytywnych interwencji behawioralnych i wsparcia (PBIS). Analiza danych ujawniła kilka bardzo istotnych barier, z którymi borykają się nauczyciele, próbując wdrożyć oparte na dowodach praktyki w klasie. Omówiono zalecenia dotyczące minimalizacji tych barier wdrożeniowych.
EN
Evidence-based practices in the field of special education within the United States has been well defined in the literature yet challenges persist with the widespread implementation of these practices within school settings. There are many factors that can negatively influence the portability of these practices in classroom settings that remain unaddressed in the literature. The results of a qualitative evaluation aimed at determining teacher’s perspectives on barriers to implementing evidence-based procedures in the area of positive behavioral interventions and supports (PBIS) attempts to implement evidence-based practices in the classroom. Recommendations for minimizing these implementation barriers are discussed.

Contributors

  • Department of Educational Foundations and Special Education, Clemmer College of Education; Office-510 Warf Pickel East Tennessee State University, P.O. Box 70547 Johnson City, TN 37614; tel. +423 439 4196
  • Texas Tech University
  • East Tennessee State University

References

  • Bambara, L.M., Goh, A., Kern, L., Caskie, G. (2012). Perceived barriers and enablers to implementing individualized positive behavior interventions and supports in school settings. Journal of Positive Behavior Interventions, 14(4), 228–240. DOI: 10.1177/1098300712437219.
  • Bassingthwaite, B.J., Graber, J.E., Weaver, A.D., Wacker, D.P., White-Staecker, D., Bergthold, S., Judkins, P. (2018). Using teleconsultation to develop independent skills of school-based behavior teams in functional behavior assessment. Journal of Educational and Psychological Consultation, 1–22. DOI: 10.1080/10474412.2018.1431548.
  • Burns, M.K., Ysseldyke, J.E. (2009). Reported prevalence of evidence-based instructional practices in special education. The Journal of Special Education, 43(1), 3–11.
  • Carter, S.L. (2009). The social validity manual: A guide to subjective evaluation of behavior interventions. London: Academic Press.
  • Chitiyo, M., Wheeler, J.J. (2009). Challenges faced by schoolteachers in implementing positive behavior support in their school systems. Remedial and Special Education, 30(1), 58–63.
  • Cook, B.G., Odom, S.L. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79(2), 135–144.
  • Fallon, L.M., McCarthy, S.R., Sanetti, L.M.H. (2014). School-wide positive behavior support (SWPBS) in the classroom: Assessing perceived challenges to consistent implementation in Connecticut schools. Education and Treatment of Children, 37(1), 1–24.
  • Fixsen, D., Blase, K., Metz, A., Van Dyke, M. (2013). Statewide implementation of evidence-based programs. Exceptional Children, 79(2), 213–230.
  • Horner, R.H., Carr, E.G., Halle, J., McGee, G., Odom, S., Wolery, M. (2005). The use of singlesubject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165–179.
  • Horner, R.H., Sugai, G. (2015). School-wide PBIS: An example of applied behavior analysis implemented at a scale of social importance. Behavior Analysis in Practice, 8(1), 80–85. DOI: 10.1007%2Fs40617-015-0045-4.
  • Johnson, J.P. (2014). Sustaining positive behavior intervention and support (PBIS). Doctoral dissertation, Western Carolina University.
  • Klingner, J.K., Boardman, A.G., McMaster, K.L. (2013). What does it take to scale up and sustain evidence-based practices? Exceptional Children, 79(2), 195–211. DOI: 10.1177%2F001440291307900205.
  • Locke, J., Olsen, A., Wideman, R., Downey, M.M., Kretzmann, M., Kasari, C., Mandell, D.S. (2015). A tangled web: the challenges of implementing an evidence-based social engagement intervention for children with autism in urban public school settings. Behavior Therapy, 46(1), 54–67. DOI: 10.1016%2Fj.beth.2014.05.001.
  • McIntosh, K., Doolittle, J., Vincent, C.G., Horner, R.H., Ervin, R.A. (2009). School-wide universal behavior sustainability index: School teams. Vancouver, BC, Canada: University of British Columbia.
  • McIntosh, K., Mercer, S.H., Hume, A.E., Frank, J.L., Turri, M.G., Mathews, S. (2013). Factors related to sustained implementation of schoolwide positive behavior support. Exceptional Children, 79(3), 293–311.
  • Odom, S.L., Brantlinger, E., Gersten, R., Horner, R.H., Thompson, B., Harris, K.R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71(2), 137–148.
  • Oram, L., Owens, S., Maras, M. (2016). Functional behavior assessments and behavior intervention plans in rural schools: An exploration of the need, barriers, and recommendations. Preventing School Failure: Alternative Education for Children and Youth, 60(4), 305–310. DOI: 10.1080/1045988X.2016.1144555.
  • Pinkelman, S.E., McIntosh, K., Rasplica, C.K., Berg, T., Strickland-Cohen, M.K. (2015). Perceived enablers and barriers related to sustainability of school-wide positive behavioral interventions and supports. Behavioral Disorders, 40(3), 171–183.
  • Simpson, R.L. (2005). Evidence-based practices and students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20(3), 140–149.
  • Wheeler, J.J., Carter, S.L. (2015). Designing Effective School-Based Interventions for Children with Autism in Underserved Regions. In: Proceedings of the 14th Biennial Conference of the International Association of Special Education (pp. 1–2), https://www.iase.org/14th-Conference/ 2015%20Proceedings.pdf (access: 06.22.2015).
  • Wheeler, J.J., Carter, S.L., Mayton, M.R., Thomas, R.A. (2002). Structural analysis of instructional variables and their effects on task-engagement and self-aggression. Education and Training in Mental Retardation and Developmental Disabilities, 37(4), 391–398.

Document Type

Publication order reference

Identifiers

ISSN
1734-5537

YADDA identifier

bwmeta1.element.desklight-c4fdbd6c-ba14-491a-b6ed-7bca34878f7d
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.