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<p>The purpose of this pilot study was to examine implementation of the Enhancing Family-School Partnerships through an Interconnected Systems Framework (ISF) Collaboration (EPIC) approach for installing the ISF and integrated family-school collaboration. Participants were three coaches, and the four schools they supported. Coaches were employed through a regional nonprofit organization that provided technical assistance to four schools across three US states. We used multiple methods to examine implementation of the EPIC approach using preliminary pilot data. We used implementation measures for Positive Behavioral Interventions and Supports (PBIS), the ISF, and family-school collaboration, as well as coaches’ reporting of feasibility and school team engagement. We used a semi-structured interview protocol with coaches to examine the coaching model, EPIC adaptations, implementation strategies, barriers, facilitators, and suggested changes to the framework. Implementation data suggest school teams varied in their implementation with school teams rating implementation of PBIS higher than the ISF and family-school collaboration. Coach ratings of feasibility suggested changes to EPIC might be useful to improve feasibility. During interviews, coaches described adaptations and strategies they used to promote implementation, and ways to promote EPIC implementation by addressing barriers and leveraging facilitators.</p>

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Examining Implementation of an Integrated Framework to Promote Positive Behavioral Interventions and Supports, School Mental Health, and Family-School Collaboration

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年9月16日

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  • S. Andrew Garbacz,
  • Katie Eklund,
  • Stephen P. Kilgus,
  • Taiming Xue,
  • Juan Lira,
  • Brian Meyer,
  • Jennifer Norton,
  • Kelly Perales,
  • Katie Pohlman

摘要

The purpose of this pilot study was to examine implementation of the Enhancing Family-School Partnerships through an Interconnected Systems Framework (ISF) Collaboration (EPIC) approach for installing the ISF and integrated family-school collaboration. Participants were three coaches, and the four schools they supported. Coaches were employed through a regional nonprofit organization that provided technical assistance to four schools across three US states. We used multiple methods to examine implementation of the EPIC approach using preliminary pilot data. We used implementation measures for Positive Behavioral Interventions and Supports (PBIS), the ISF, and family-school collaboration, as well as coaches’ reporting of feasibility and school team engagement. We used a semi-structured interview protocol with coaches to examine the coaching model, EPIC adaptations, implementation strategies, barriers, facilitators, and suggested changes to the framework. Implementation data suggest school teams varied in their implementation with school teams rating implementation of PBIS higher than the ISF and family-school collaboration. Coach ratings of feasibility suggested changes to EPIC might be useful to improve feasibility. During interviews, coaches described adaptations and strategies they used to promote implementation, and ways to promote EPIC implementation by addressing barriers and leveraging facilitators.