Table 1 Study Measures

School demographics

School size, student body racial/ethnic composition, % free/reduced lunch

A

T1

Organizational Mechanisms

Implementation Leadership

School Implementation Leadership Scale (SILS; 15): Adapted from the original ILS [20], the SILS has 24 items loading onto 8 subscales: Proactive, Knowledgeable, Supportive, Perseverant, Communication, Vision, Available, and Distributed Leadership. Subscale internal consistencies range from 0.91 to 0.96, and scores correlate with other leadership measures

P

DLT

T

T1-T3

Implementation Climate

School Implementation Climate Scale (SICS; [48]): Adapted from the original ICS [21] includes 21 items loading onto 7 subscales: Focus on EBP, Educational Support for EBP, Recognition for EBP, Rewards for EBP, Use of Data to Support EBP, Existing Supports for EBP, and EBP Integration, with good internal consistency estimates (range: 0.81–0.90)

P

DLT

T

T1-T3

Burnout

Maslach Burnout Inventory (MBI; [49]): Burnout will be measured using the 22-item MBI. Respondents will use a 7-point Likert (“0-Never” to “6-Every Day”) to respond to items across three subscales: nine items measure emotional exhaustion (e.g., “I feel used up at the end of my workday”), five items measure depersonalization (e.g., “I feel I treat some students as if they were impersonal objects”), and eight items measure personal accomplishment (e.g., “I deal very effectively with the problems of my students”). Internal consistency was acceptable for burnout (α = .89), emotional exhaustion (α = .91), and personal accomplishment (α = .83). The lower estimate for depersonalization (α = .69) is consistent with extant research using the MBI-ES [50]

P

DLT

T

T1, T3

Implementation Citizenship Behavior

Implementation Citizenship Behavior Scale (ICBS; [51]): The School Implementation Citizenship Behavior Scale is a 12-item scale with four subscales. This study will evaluate 6 items loading onto 2 subscales: Helping Others and Keeping Informed. Research demonstrates acceptable reliability (αs = .88-.92) for all subscales

P

DLT

T

T1-T3

Coordination

Team Process Scale (TPS): Coordination [52]: Team-related processes will be measured using the 5-item Coordination response scale of the TPS. Respondents will use a 5-point Likert (“0 = not at all to 5 = to a very great extent”) to report the extent to which they perceive their team engages in effective team processes. Research supports the content and construct validity of several versions of this scale, including the 5-item Coordination response scale.

P

DLT

T1-T3

Change Fatigue

Change Fatigue [53]: This 6-item validated measure will be used to measure the impact of organizational change on employee outcomes (e.g. well-being, withdrawal, organizational commitment, turnover intentions).

P

DLT

T

T1, T3

Implementation Outcomes

PBIS Fidelity

The Tiered Fidelity Inventory (TFI; [54]) is a 45-item tool used to provide a valid, reliable, and efficient measure of the extent to which school personnel are applying the core features of PBIS. The TFI is a group-assessment completed by a schoolwide system planning team with external facilitation with strong internal consistency (α = .96). The TFI will be collected for both PBIS + HELM and PBIS + IAU conditions across the three time points

P

DLT

T

O

T1-T3

Implementation Cost

Costs of 1) delivering HELM to augment PBIS implementation, as well as 2) IAU, will be calculated using activity-based cost metrics. Inputs will include time, supplies, travel, overhead, and costs associated with HELM training/coaching meetings, including pre-work, scheduling, and attending meetings; as well as costs associated with PBIS training and delivery in each study condition.

A

P

DLT

T

T1-T3

Behavioral and Academic Outcomes

Academic engagement;

Prosocial behavior; & Problem behavior

Modified Direct Behavior Rating (DBR) will be used in which teachers observe and rate their classroom’s overall academic engagement (i.e., actively or passively participating in the classroom activity, 0–100%), disruptive behavior (i.e., interrupting activities, 0–100%), and prosocial behavior (i.e., following directions, 0–100%; Chafouleas et al., 2012). The DBR is sensitive to behavior change [55, 56] and is more feasible than assessing individual students.

T

T1-T3

Educational and Behavioral Outcomes

Standardized academic test scores, attendance rates, and disciplinary incidents (office discipline referrals, suspensions, expulsions) will be derived from administrative records

A

T1 -T3

HELM Manipulation Check

HELM Fidelity

Coding of video recordings of HELM delivery

O

T1 -T3