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Positive Behavior Interventions: the Issue of Sustainability of Positive Effects

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Abstract

During the last decade, positive behavior interventions have resulted in improvement of school behavior and academic gains in a range of school settings worldwide. Recent studies identify sustainability of current positive behavior intervention programs as a major concern. The purpose of this article is to identify future direction for effective implementation of positive behavior interventions based on a comprehensive review of the current status of positive behavior interventions in terms of sustainability. The review will also examine implementation fidelity, as a factor that impacts upon sustainability. Literature reviewed in this study demonstrates that administrator support and professional development were the most frequently cited influential factors in previous research on sustainability of positive behavior interventions. In particular, the review highlights the significance of implementation fidelity at the classroom level for sustaining positive outcomes of positive behavior interventions over time. It is argued that in order to sustain positive effects of positive behavior intervention, future implementation efforts need to emphasize administrator support for the school team, ongoing high-quality professional development, and technical assistance. Moreover, a focus on coaching classroom-level implementation fidelity is of significant importance, as is the development and validation of evaluation tools for sustainability based on large-scale longitudinal international studies and more in-depth qualitative investigations.

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Acknowledgments

The authors would also like to thank Anton Yeung for his kind illustration of the conceptual model in a 3D drawing. The authors would like to acknowledge the research funding support provided by the Australian Research Council (LP0991508).

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Authors and Affiliations

  1. Australian Catholic University, Locked Bag 2002, Strathfield, NSW, 2135, Australia

    Alexander Seeshing Yeung, Rhonda G. Craven & Zhu Chen

  2. University of Western Sydney, Locked Bag 1797, Penrith, NSW, 2750, Australia

    Mary Mooney, Danielle Tracey, Katrina Barker, Anne Power & Brenda Dobia

  3. New South Wales Department of Education and Communities, GPO Box 33, Sydney, NSW, 2001, Australia

    Jill Schofield & Phillip Whitefield

  4. University of Missouri, Columbia, MO, 65211, USA

    Timothy J. Lewis

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  1. Alexander Seeshing Yeung
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Correspondence to Alexander Seeshing Yeung.

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Yeung, A.S., Craven, R.G., Mooney, M. et al. Positive Behavior Interventions: the Issue of Sustainability of Positive Effects. Educ Psychol Rev 28, 145–170 (2016). https://doi.org/10.1007/s10648-015-9305-7

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