TY - JOUR
T1 - Using the Schoolwide Expectations Survey for Specific Settings to Build Expectation Matrices
AU - Lane, Kathleen Lynne
AU - Oakes, Wendy
AU - Royer, David J.
AU - Cantwell, Emily D.
AU - Menzies, Holly Mariah
AU - Jenkins, Abbie B.
AU - Hicks, Tyler
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Partial support for this research came through a technical assistance grant from the Tennessee Department of Education (GR-10-27642-00). Opinions expressed herein are those of the authors and do not necessarily reflect the position of the Tennessee Department of Education, and such endorsements should not be inferred.
PY - 2019/2/1
Y1 - 2019/2/1
N2 - Schoolwide expectations are a critical component of tiered systems of support, particularly when established with input from faculty and staff and then taught to all students. The expectation matrices depicting these expectations for all key settings serve as important instructional tools when teaching schoolwide expectations. In this study, we examined psychometric properties of the Schoolwide Expectations Survey for Specific Settings (SESSS)—a measure designed to assist school teams in K-12 settings constructing schoolwide expectations for seven school settings with input from all faculty and staff—with results indicating strong internal consistency of items. These settings are classrooms, hallways, cafeterias, playgrounds, restrooms, buses, and arrival/dismissal. In addition, we examined the degree to which adults in elementary, middle, and high school converged and diverged in their expectations for each setting. Using mixed-effects modeling for nested data, we found some expectations varied among school levels in some noninstructional settings. We conclude with limitations and future directions.
AB - Schoolwide expectations are a critical component of tiered systems of support, particularly when established with input from faculty and staff and then taught to all students. The expectation matrices depicting these expectations for all key settings serve as important instructional tools when teaching schoolwide expectations. In this study, we examined psychometric properties of the Schoolwide Expectations Survey for Specific Settings (SESSS)—a measure designed to assist school teams in K-12 settings constructing schoolwide expectations for seven school settings with input from all faculty and staff—with results indicating strong internal consistency of items. These settings are classrooms, hallways, cafeterias, playgrounds, restrooms, buses, and arrival/dismissal. In addition, we examined the degree to which adults in elementary, middle, and high school converged and diverged in their expectations for each setting. Using mixed-effects modeling for nested data, we found some expectations varied among school levels in some noninstructional settings. We conclude with limitations and future directions.
KW - expectations
KW - positive behavioral interventions and support
KW - schoolwide
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U2 - 10.1177/0741932518786787
DO - 10.1177/0741932518786787
M3 - Article
AN - SCOPUS:85060545051
SN - 0741-9325
VL - 40
SP - 51
EP - 62
JO - Remedial and Special Education
JF - Remedial and Special Education
IS - 1
ER -