caa a22 4500 606153837 CHVBK 20210128100555.0 cr unu---uuuuu 210128e20151101xx s 000 0 eng 10.1007/s11121-014-0492-0 doi (NATIONALLICENCE)springer-10.1007/s11121-014-0492-0 Examining Contextual Influences on Classroom-Based Implementation of Positive Behavior Support Strategies: Findings from a Randomized Controlled Effectiveness Trial [Elektronische Daten] [Elise Pas, Tracy Waasdorp, Catherine Bradshaw] Although it is widely recognized that variation in implementation fidelity influences the impact of preventive interventions, little is known about how specific contextual factors may affect the implementation of social and behavioral interventions in classrooms. Theoretical research highlights the importance of multiple contextual influences on implementation, including factors at the classroom and school level (Domitrovich et al., Advances in School Mental Health Promotion, 1, 6-28, 2008). The current study used multi-level modeling to empirically examine the influence of teacher, classroom, and school characteristics on the implementation of classroom-based positive behavior support strategies over the course of 4years. Data were collected in the context of a 37-school randomized controlled trial examining the effectiveness of school-wide Positive Behavioral Interventions and Supports. Multi-level results identified several school-level contextual factors (e.g., school size, behavioral disruptions) and teacher-level factors (perceptions of school organizational health and grade level taught) associated with variability in the implementation of classroom-based positive behavior supports. Implications for prevention research and practice are discussed. Society for Prevention Research, 2014 Implementation nationallicence Positive behavior supports nationallicence Contextual factors nationallicence Multi-level HLM nationallicence Randomized controlled trial nationallicence Pas Elise Johns Hopkins Bloomberg School of Public Health, Center for the Prevention of Youth Violence, Baltimore, USA aut Waasdorp Tracy Johns Hopkins Bloomberg School of Public Health, Center for the Prevention of Youth Violence, Baltimore, USA aut Bradshaw Catherine Johns Hopkins Bloomberg School of Public Health, Center for the Prevention of Youth Violence, Baltimore, USA aut Prevention Science Springer US; http://www.springer-ny.com 16/8(2015-11-01), 1096-1106 1389-4986 16:8<1096 2015 16 11121 https://doi.org/10.1007/s11121-014-0492-0 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11121-014-0492-0 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Pas Elise Johns Hopkins Bloomberg School of Public Health, Center for the Prevention of Youth Violence, Baltimore, USA aut NATIONALLICENCE 700 1- Waasdorp Tracy Johns Hopkins Bloomberg School of Public Health, Center for the Prevention of Youth Violence, Baltimore, USA aut NATIONALLICENCE 700 1- Bradshaw Catherine Johns Hopkins Bloomberg School of Public Health, Center for the Prevention of Youth Violence, Baltimore, USA aut NATIONALLICENCE 773 0- Prevention Science Springer US; http://www.springer-ny.com 16/8(2015-11-01), 1096-1106 1389-4986 16:8<1096 2015 16 11121