In recent years, a large number of schools around the country have implemented schoolwide positive behavior support (SWPBS; Sugai & Horner, 2006). Because of the increasing use of this model of support, research examining the factors associated with implementation is needed. The purpose of this investigation was to document and contextualize technical assistance providers' observations and perspectives about what factors influenced or explained school personnel's resistance toward implementing the universal level of SWPBS. Qualitative research methods were used to investigate the barrier conditions considered by technical assistance providers as influential on school personnel's resistance to adopting SWPBS at a universal level of intervention and the complementary strategies used to promote cooperation and commitment. Multiple interviews from 14 technical assistance providers suggest five barrier conditions that contribute to resistance and the complementary strategies used to promote cooperation and commitment. A detailed description of the five conditions and strategies is provided. Additionally, implications for practice and areas of future research are addressed.
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