Development and Initial Validation of a Measure to Assess Accessibility and Inclusion Factors Related to Tier 1 in Schoolwide Positive Behavioral Interventions and Supports

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dc.contributor.advisorMcIntosh, Kent
dc.contributor.authorMowery, Aaron
dc.date.accessioned2024-08-07T21:39:32Z
dc.date.available2024-08-07T21:39:32Z
dc.date.issued2024-08-07
dc.description.abstractBackground: Schoolwide positive behavioral interventions and supports (PBIS) is an evidence-based framework for implementing a continuum of behavior support practices in schools to improve student outcomes. Research suggests that students with extensive support needs (ESN) may not have access to the complete continuum of behavioral supports within their schools or be included in the implementation of PBIS. Research also suggests that some special education teachers and other educators who work with students with ESN may be uninformed about PBIS initiatives or excluded from implementation and evaluation processes in their schools. Investigators have examined PBIS evaluation tools and found the measures contained exceptions to providing support and instruction to all students and staff, such that students with ESN and educators associated with these learners could be omitted when the tools were administered to evaluate implementation fidelity. Purpose: The purpose of this study was to develop and initially validate a new add-on scale for the Tiered Fidelity Inventory (TFI; version 3.0). The new add-on scale, titled the Tiered Fidelity Inventory-Accessibility & Inclusion Rating (TFI-AIR), was designed to measure the extent to which implementation of Tier 1 in PBIS is accessible for and inclusive of students with ESN. Method: This study was conducted in two phases. In Phase 1 we assessed the content validity of the TFI-AIR. In Phase 2 we pretested the TFI-AIR in schools and assessed the measure’s usability according to Tier 1 team members. Results: Results from Phase 1 indicated that the content of the TFI-AIR was valid for assessing fidelity related to students with ESN. Results from Phase 2 showed that all Tier 1 team members rated the TFI-AIR as an efficient and effective measure that teams should administer at least once or annually as part of their regular practice. Conclusion: Although future research is needed before disseminating the TFI-AIR, this study provides initial evidence that the content of the TFI-AIR is valid for assessing accessibility and inclusion factors related to Tier 1 implementation for students with ESN, and there may be demand for such a measure from implementation teams interested in developing their PBIS systems to be more equitable and inclusive for students who have been historically marginalized or underserved in schools.en_US
dc.identifier.urihttps://hdl.handle.net/1794/29753
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsAll Rights Reserved.
dc.subjectAccessibilityen_US
dc.subjectImplementation Fidelityen_US
dc.subjectInclusive Practicesen_US
dc.subjectPositive Behavioral Interventions and Supportsen_US
dc.subjectStudents with Extensive Support Needsen_US
dc.subjectTiered Fidelity Inventoryen_US
dc.titleDevelopment and Initial Validation of a Measure to Assess Accessibility and Inclusion Factors Related to Tier 1 in Schoolwide Positive Behavioral Interventions and Supports
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Special Education and Clinical Sciences
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.namePh.D.

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