Perceived Barriers and Enablers to Implementing Individualized Positive Behavior Interventions and Supports in School Settings

Abstract

Identifying factors perceived to either hinder or support the implementation of individualized positive behavior interventions and supports (IPBIS) is essential for promoting sustainable practice. This survey study examined the extent to which school-based professionals (n = 293) experienced barriers and enablers and examined their perceived level of impact on hindering or supporting the implementation of IPBIS in schools. Results indicated that the most problematic barriers were also the most experienced by respondents and consisted of factors largely related to beliefs, time, and training. Most professionals reported enablers to provide moderate to substantial support, but few were frequently experienced by respondents in schools. Professionals serving as IPBIS team leaders rated enablers related to training and ongoing supports higher in terms of impact than regular team members. The implications of these findings are discussed.