This study examined the use of Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) Framework in rural settings through the Idaho Rural Implementation Model.
This project exploring scalable strategies for improving the fidelity of implementation of a universal behavioral prevention program in rural schools found that implementation supports were effective in improving outcomes. A type 3 hybrid implementation effectiveness trial was designed to test a comprehensive bundle of implementation supports called Rural School Support Strategies. To rigorously test the added benefit of the implementation supports, a randomized trial was conducted to assess the implementation outcomes that occurred at schools that received RS3 supports, as compared to outcomes for schools that only received training. The primary outcome of the trial was the fidelity of implementation of Schoolwide Positive Behavioral Interventions and Supports (SWPBIS, hereafter referred to as PBIS) in rural schools. In addition, the research explored the feasibility, acceptability, and appropriateness of RS3. Additional outcomes included staff-level perceptions of school climate. Primary analyses showed a significant effect of the implementation supports on the fidelity of schoolwide implementation fidelity, early in the trial. The results also confirm that external supports can improve organizational readiness and change commitment. Trainings and assistance that improve school-wide capacities, particularly during the adoption phase of evidence-based programming, may be one such strategy. Organizational readiness is critical to the successful adoption and sustainment of evidence-based programming. These results have meaningful implications for scale-up of schoolwide prevention initiatives. School teams can benefit from additional trainings and ongoing assistance from experts. The RS3 approach was feasible and acceptable to schools, and had relatively minimal personnel and time requirements, as well as very little travel burden, suggesting that investment in external supports provided by a small number of content experts can lead to positive gains for districts and states and can be delivered efficiently through virtual modalities.