{"id":{"repo_id":"umn","oai_identifier":"oai:conservancy.umn.edu:11299/276781"},"canonical_url":"https://search.dev.ndltd.org/etd/umn/oai:conservancy.umn.edu:11299/276781","repository":{"repo_id":"umn","name":"University of Minnesota","base_url":"https://conservancy.umn.edu/server/oai/request"},"display":{"title":"Context is key: evaluating SWPBIS Tier 1 implementation in high schools","abstract":"The Schoolwide Positive Behavior and Supports (SWPBIS) framework was developed as a positive approach to school discipline, prioritizing the development and implementation of preventative systems that support school and student success. A majority of the SWPBIS research has prioritized implementation of Tier 1 (universal) structures in elementary schools, yet high schools have been implementing Tier 1 at increasing rates with varied success. This dissertation explored Tier 1 SWPBIS implementation in high schools through: (a) a narrative review of the research on Tier 1 SWPBIS implementation in high school settings and (b) a secondary analysis of a large, national, dataset of SWPBIS implementation. To this end, we analyzed the conceptual roots and history of SWPBIS, Tier 1 fidelity and core practice elements, along with an updated review of research examining the relations between high school Tier 1 implementation fidelity and office discipline referrals (ODRs). Narrative review findings highlighted the need to disaggregate data by school level, engage in more comprehensive reporting of fidelity, and establish greater experimental evidence to support deeper understanding of Tier 1 implementation and its effects at the high school level. Through the secondary analysis we found racially and ethnically marginalized (REM) students had significantly higher ODR rates than White students, and mixed results on the relationship between Tier 1 implementation fidelity and ODR rates. Overall, the narrative review demonstrated a positive relationship between Tier 1 implementation in high schools and outcomes. However, the secondary analysis revealed conflicting results regarding the association between Tier 1 fidelity components and ODRs.Keywords: SWPBIS, Schoolwide Positive Behavior Interventions and Supports, Tier 1, high school, implementation fidelity, Tiered Fidelity Inventory, student outcomes, ODRs, discipline","abstract_html":"The Schoolwide Positive Behavior and Supports (SWPBIS) framework was developed as a positive approach to school discipline, prioritizing the development and implementation of preventative systems that support school and student success. A majority of the SWPBIS research has prioritized implementation of Tier 1 (universal) structures in elementary schools, yet high schools have been implementing Tier 1 at increasing rates with varied success. This dissertation explored Tier 1 SWPBIS implementation in high schools through: (a) a narrative review of the research on Tier 1 SWPBIS implementation in high school settings and (b) a secondary analysis of a large, national, dataset of SWPBIS implementation. To this end, we analyzed the conceptual roots and history of SWPBIS, Tier 1 fidelity and core practice elements, along with an updated review of research examining the relations between high school Tier 1 implementation fidelity and office discipline referrals (ODRs). Narrative review findings highlighted the need to disaggregate data by school level, engage in more comprehensive reporting of fidelity, and establish greater experimental evidence to support deeper understanding of Tier 1 implementation and its effects at the high school level. Through the secondary analysis we found racially and ethnically marginalized (REM) students had significantly higher ODR rates than White students, and mixed results on the relationship between Tier 1 implementation fidelity and ODR rates. Overall, the narrative review demonstrated a positive relationship between Tier 1 implementation in high schools and outcomes. However, the secondary analysis revealed conflicting results regarding the association between Tier 1 fidelity components and ODRs.Keywords: SWPBIS, Schoolwide Positive Behavior Interventions and Supports, Tier 1, high school, implementation fidelity, Tiered Fidelity Inventory, student outcomes, ODRs, discipline","abstract_has_math":false,"creators":["Kos, Greta"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-06","date_published":"2025-06","updated_at":"2026-07-24T05:19:46Z","subjects":["high school","implementation fidelity","Schoolwide Positive Behavior Interventions and Supports","student outcomes","SWPBIS","Tier 1"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/11299/276781","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Kos, Greta"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-10-24T11:34:03Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-10-24T11:34:03Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-06"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["high school","implementation fidelity","Schoolwide Positive Behavior Interventions and Supports","student outcomes","SWPBIS","Tier 1"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/11299/276781"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["University of Minnesota Ph.D. dissertation. June 2025. Major: Educational Psychology. Advisor: Faith Miller. 1 computer file (PDF); vi, 85 pages."]},{"key":"dc:description.abstract","label":"Abstract","values":["The Schoolwide Positive Behavior and Supports (SWPBIS) framework was developed as a positive approach to school discipline, prioritizing the development and implementation of preventative systems that support school and student success. A majority of the SWPBIS research has prioritized implementation of Tier 1 (universal) structures in elementary schools, yet high schools have been implementing Tier 1 at increasing rates with varied success. This dissertation explored Tier 1 SWPBIS implementation in high schools through: (a) a narrative review of the research on Tier 1 SWPBIS implementation in high school settings and (b) a secondary analysis of a large, national, dataset of SWPBIS implementation. To this end, we analyzed the conceptual roots and history of SWPBIS, Tier 1 fidelity and core practice elements, along with an updated review of research examining the relations between high school Tier 1 implementation fidelity and office discipline referrals (ODRs). Narrative review findings highlighted the need to disaggregate data by school level, engage in more comprehensive reporting of fidelity, and establish greater experimental evidence to support deeper understanding of Tier 1 implementation and its effects at the high school level. Through the secondary analysis we found racially and ethnically marginalized (REM) students had significantly higher ODR rates than White students, and mixed results on the relationship between Tier 1 implementation fidelity and ODR rates. Overall, the narrative review demonstrated a positive relationship between Tier 1 implementation in high schools and outcomes. However, the secondary analysis revealed conflicting results regarding the association between Tier 1 fidelity components and ODRs.Keywords: SWPBIS, Schoolwide Positive Behavior Interventions and Supports, Tier 1, high school, implementation fidelity, Tiered Fidelity Inventory, student outcomes, ODRs, discipline"]},{"key":"dc:title","label":"Title","values":["Context is key: evaluating SWPBIS Tier 1 implementation in high schools"]}]}],"canonical_facts":{"dc:creator":["Kos, Greta"],"dc:date.accessioned":["2025-10-24T11:34:03Z"],"dc:date.available":["2025-10-24T11:34:03Z"],"dc:date.issued":["2025-06"],"dc:description":["University of Minnesota Ph.D. dissertation. June 2025. Major: Educational Psychology. Advisor: Faith Miller. 1 computer file (PDF); vi, 85 pages."],"dc:description.abstract":["The Schoolwide Positive Behavior and Supports (SWPBIS) framework was developed as a positive approach to school discipline, prioritizing the development and implementation of preventative systems that support school and student success. A majority of the SWPBIS research has prioritized implementation of Tier 1 (universal) structures in elementary schools, yet high schools have been implementing Tier 1 at increasing rates with varied success. This dissertation explored Tier 1 SWPBIS implementation in high schools through: (a) a narrative review of the research on Tier 1 SWPBIS implementation in high school settings and (b) a secondary analysis of a large, national, dataset of SWPBIS implementation. To this end, we analyzed the conceptual roots and history of SWPBIS, Tier 1 fidelity and core practice elements, along with an updated review of research examining the relations between high school Tier 1 implementation fidelity and office discipline referrals (ODRs). Narrative review findings highlighted the need to disaggregate data by school level, engage in more comprehensive reporting of fidelity, and establish greater experimental evidence to support deeper understanding of Tier 1 implementation and its effects at the high school level. Through the secondary analysis we found racially and ethnically marginalized (REM) students had significantly higher ODR rates than White students, and mixed results on the relationship between Tier 1 implementation fidelity and ODR rates. Overall, the narrative review demonstrated a positive relationship between Tier 1 implementation in high schools and outcomes. However, the secondary analysis revealed conflicting results regarding the association between Tier 1 fidelity components and ODRs.Keywords: SWPBIS, Schoolwide Positive Behavior Interventions and Supports, Tier 1, high school, implementation fidelity, Tiered Fidelity Inventory, student outcomes, ODRs, discipline"],"dc:identifier.uri":["https://hdl.handle.net/11299/276781"],"dc:language.iso":["en"],"dc:subject":["high school","implementation fidelity","Schoolwide Positive Behavior Interventions and Supports","student outcomes","SWPBIS","Tier 1"],"dc:title":["Context is key: evaluating SWPBIS Tier 1 implementation in high schools"],"dc:type":["Thesis or Dissertation"]},"updated_at":"2026-07-24T05:19:46Z"}