More than 10,000 schools in the United States have adopted the multi-tiered model of behavioral and academic supports known as school-wide positive behavior interventions and supports (PBIS). Schools and districts adopting, implementing, and sustaining PBIS are charged with collecting and disseminating data generated by and related to students, parents, teachers, and administrators. Additionally, researchers and technical assistance providers collect school- and district-level measures to measure outcomes related to PBIS implementation. The interests and needs of this broad range of stakeholders impact the usefulness of each piece of data that is collected for each stakeholder group. This paper presents a construct called stakeholder utility, driven by stakeholder role and purpose, which may help stakeholders design and appraise measures to be used for assessment, evaluation, and research.
ASJC Scopus subject areas
- Developmental and Educational Psychology