Comparability of Fidelity Measures for Assessing Tier 1 School-Wide Positive Behavioral Interventions and Supports
Why this work is in the frame
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Bibliographic record
Abstract
Several reliable and valid fidelity surveys are commonly used to assess Tier 1 implementation in School-Wide Positive Behavioral Interventions and Supports (SWPBIS); however, differences across surveys complicate consequential decisions regarding school implementation status when multiple measures are compared. To address this concern, the current study (a) provides updated convergent validity estimates for five fidelity measures, (b) tests mean differences in scores and reports the percentages of schools meeting recommended implementation criteria by measure, and (c) investigates sensitivity of the measures to differences between schools at varied levels of implementation. Across most surveys, convergent validity estimates were moderate ( r = .59–.71), and mean differences were negligible for all surveys other than the School-Wide Evaluation Tool (SET), on which higher scores were more likely to be obtained. Despite higher average scores, the SET classified similar percentages of schools as adequately implementing compared with other measures with a 70% implementation criterion, but fewer schools when compared with measures with an 80% criterion. Compared with other measures, the PBIS Self-Assessment Survey (SAS) was more sensitive to differences among schools at higher levels of implementation. Implications for SWPBIS research and fidelity assessment are discussed.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.002 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it