Stages of concern questionnaire: Understanding the implementation of positive behavioral interventions and supports in Texas juvenile justice facilities

Date

2013-05

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Abstract

Positive Behavioral Interventions and Supports (PBIS) is a systematic framework implemented in schools across the country to enhance the overall social climate and to reduce the number of discipline issues with all student populations. The documented behavioral outcomes of school-wide PBIS in public schools have prompted state agencies to direct the implementation of positive behavior supports such as PBIS in secure juvenile justice settings. This study examined using the Stages of Concern Questionnaire (SoCQ) to understand the implementation of school-wide PBIS within the secure facilities of the Texas Youth Commission (TYC). The sample included archival data from TYC staff responses to the SoCQ. The SoCQ data was statistically analyzed using the exploratory factor analysis model, the confirmatory factor analysis model, and the structural equation model. Correlations between variables within the SoCQ data were conducted to determine the viability of using the SoCQ instrument to understand the implementation of school-wide PBIS within TYC facilities. The variables in the study included a variety of staffing characteristics including the following: Gender, Ethnicity, Level of Education, Facility, Job Title, and PBIS Training. Findings from the study suggested an altered SoCQ from the original seven stage model, 35-item questionnaire to a reduced three stage model, 11-item questionnaire. Training was the most statistically significant covariate of the revised three stage model.

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Keywords

Positive behavioral interventions and supports (PBIS), Juvenile justice, Stages of Concern Questionnaire (SoCQ), Modification of stages of concern questionnaire (SoCQ)

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