Date of Award


Level of Access Assigned by Author

Campus-Only Dissertation

Degree Name

Doctor of Education (EdD)


Individually Designed Ed.D. (not available 2011-2012)


James Artesani

Second Committee Member

Janet Spector

Third Committee Member

Walter Harris


Students with emotional and behavioral difficulties are at risk for numerous deleterious school and post-school outcomes. Recent advances in the avoidance of such difficulties utilize the public health framework of prevention. Schools across the nation are implementing preventive practices based on the public health model of prevention, often under the framework of multi-tiered systems of support (MTSS) including response to intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS). In response to this increase in research-based practices and federal legislation calling for MTSS in schools, many states have developed policies requiring the development of academic and behavioral services based on the principles of MTSS in schools. In Maine, this policy is found in Special Education regulations and is referred to as General Education Interventions (GEI). Although effective MTSS models for behavior have been developed and empirically tested, less is known about how districts and schools are responding to state- level policies such as GEI. Specifically, we know little about the processes of implementation being undertaken within districts and schools.

Using the best available evidence from implementation science (Fixsen et al., 2005) as a conceptual framework this dissertation attempts to understand how schools and districts are implementing GEI policy in Maine schools. School principals were emailed electronic surveys to gain an understanding of how the policy is being implemented across the state; particularly as it relates to the extent the various factors (i.e., organizational, influence; Fixsen et al., 2005) are associated with implementation. Results indicate that facilitative administrative supports and implementation drivers contribute significantly to the implementation of evidence-based practices in schools. Implications for policy, practice, and research are discussed.


Individualized in Special Education and Educational Psychology