Scaling up Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) in Rural Idaho Schools

The long‐term goal of this project is to support rural schools in implementing practices that can improve student safety and social‐emotional outcomes, through the use of Schoolwide Positive Behavior Intervention Supports (SWPBIS). Rural schools experience challenges in implementing systems‐changes, and the Idaho Rural Implementation Model (I‐RIM) is an approach specifically designed to improve SWPBIS implementation in rural schools through strategies such as capacity‐building, regional coordination, online learning modules, and technical assistance. These approaches are all designed to meet the unique challenges and strengths of schools in rural settings. The study uses a cluster randomized design to allocate 40 schools to one of two conditions: control or intervention. Schools in the control condition will receive basic SWPBIS training. Schools in the intervention condition will receive the basic SWPBIS training plus additional I‐RIM supports. This trial is designed to address several aims: Aim 1: To test the impact of the I‐RIM intervention on student‐level outcomes, including behavioral outcomes, academic test scores, and perceived safety/climate. Aim 2. To examine whether changes in student outcomes are mediated by school‐level improvements in the speed and fidelity with which SWPBIS is implemented. Aim 3. To identify school‐level factors that are associated with SWPBIS implementation (moderators of intervention effectiveness). At all schools, baseline data collection will begin in early 2019. The intervention will begin in the spring of 2019 with selected elements of the I‐RIM intervention (regional meetings, and a coaching institute) for schools in the intervention condition. All schools will begin SWPBIS implementation in the 2019‐20 school year, which will continue through the 2020‐2021 school year. Data collection points will be identical for schools in both conditions. Primary student outcome measures include data that are already gathered by schools, including: behavioral outcomes including office disciplinary referrals, suspensions, and expulsions; academic test scores; and perceived climate.