TY - JOUR
T1 - A Mixed-Methods Approach for Embedding Cost Analysis Within Fidelity Assessment in School-Based Programs
AU - Bradshaw, Catherine P.
AU - Debnam, Katrina J.
AU - Player, Daniel
AU - Bowden, Brooks
AU - Lindstrom Johnson, Sarah
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research reported here was supported by grants from the Institute of Education Sciences, U.S. Department of Education, through Grant R305H150027 and from the National Institute of Justice to the University of Virginia (Principal Investigator: C.B.). The opinions expressed are those of the authors and do not represent views of either Institute or the U.S. Department of Education.
Publisher Copyright:
© Hammill Institute on Disabilities 2020.
PY - 2023/5
Y1 - 2023/5
N2 - This mixed-methods study describes a framework for conducting cost analyses of school-based programs leveraging fidelity data and applying the ingredients method. We illustrate this approach by applying it to Positive Behavioral Interventions and Supports (PBIS), drawing on multiple sources of data from a sample of U.S. 77 schools that were trained in PBIS. We concluded that the average per school cost of PBIS was US$53,216.00 (median = US$36,698), with an average per-pupil cost of US$90.00 (median = US$58.00), which is considerably less than other school-based prevention models. The cost did, however, differ by implementation level, such that high-fidelity implementation tended to cost more than low-fidelity implementation. We provide a case illustration to elucidate some of the cost drivers of PBIS implementation. Specifically, these data highlight the variability in the amount of training and coaching by the specific evidence-based program implemented within the tiered PBIS framework. Through this case illustration, we demonstrate the utility of tracking costs of school-based program within the context of fidelity data collection. The findings also suggest the potential cost savings of PBIS, both when compared with other evidence-based interventions as well as the known costs of negative school outcomes like dropout.
AB - This mixed-methods study describes a framework for conducting cost analyses of school-based programs leveraging fidelity data and applying the ingredients method. We illustrate this approach by applying it to Positive Behavioral Interventions and Supports (PBIS), drawing on multiple sources of data from a sample of U.S. 77 schools that were trained in PBIS. We concluded that the average per school cost of PBIS was US$53,216.00 (median = US$36,698), with an average per-pupil cost of US$90.00 (median = US$58.00), which is considerably less than other school-based prevention models. The cost did, however, differ by implementation level, such that high-fidelity implementation tended to cost more than low-fidelity implementation. We provide a case illustration to elucidate some of the cost drivers of PBIS implementation. Specifically, these data highlight the variability in the amount of training and coaching by the specific evidence-based program implemented within the tiered PBIS framework. Through this case illustration, we demonstrate the utility of tracking costs of school-based program within the context of fidelity data collection. The findings also suggest the potential cost savings of PBIS, both when compared with other evidence-based interventions as well as the known costs of negative school outcomes like dropout.
KW - Positive Behavioral Interventions and Supports
KW - cost
KW - school-based programming
UR - http://www.scopus.com/inward/record.url?scp=85089297882&partnerID=8YFLogxK
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U2 - 10.1177/0198742920944850
DO - 10.1177/0198742920944850
M3 - Article
AN - SCOPUS:85089297882
SN - 0198-7429
VL - 48
SP - 174
EP - 186
JO - Behavioral Disorders
JF - Behavioral Disorders
IS - 3
ER -