District Capacity and the Implementation of Positive Behavior Interventions and Supports: An Exploratory Study

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dc.contributor.advisorHorner, Rob
dc.contributor.authorBlakely, Allison
dc.date.accessioned2018-04-10T14:58:36Z
dc.date.available2018-04-10T14:58:36Z
dc.date.issued2018-04-10
dc.description.abstractThe purpose of this study was to examine the relation between district capacity as measured by the District Capacity Assessment (DCA) and the initial, depth, scale, and sustained implementation of an evidence-based practice (EBP), Positive Behavior Interventions and Supports (PBIS). This exploratory analysis also examined the internal structure of the DCA and how district-level context may influence the overall DCA score. Results from the study showed a positive relation between DCA scores and Tier I (i.e., initial) and Tier II (i.e., depth) of PBIS implementation. While this study did not provide conclusive evidence between the DCA and all aspects of PBIS implementation, it does provide implications for future inquiry into the study of district capacity. The discussion will review the findings, overview the limitations, discuss the implications of the results, and provide future directions for researchers, policy-makers, and practitioners interested in the further study of district capacity.en_US
dc.identifier.urihttps://hdl.handle.net/1794/23094
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsAll Rights Reserved.
dc.titleDistrict Capacity and the Implementation of Positive Behavior Interventions and Supports: An Exploratory Study
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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