Devon R. Minch

• University of North Carolina at Chapel Hill

Identifying methods for assessing and evaluating effective family–school collaboration is an essential component of tiered prevention frameworks implemented in schools. Tiered prevention frameworks allow for proactive identification of family and youth needs and offer opportunities to position families as co-equal partners in the development and im...

Root Cause Analysis (RCA) has been recommended as a specific problem-solving approach for addressing disproportionate discipline outcomes. RCA differs from other problem-solving models through its in-depth analysis that draws from the perspectives of individuals who are impacted by the issue being addressed. When applied to disproportionate discipl...

Background Partnerships with families in education settings should emphasize their roles as active and engaged co-equal partners. However, common practices in schools are to involve families at school-based events and share information with them about their child’s education in a manner that does not promote two-way interactions. Objective The obj...

The purpose of this study was to identify and examine how schools implementing schoolwide positive behavioral interventions and supports (PBIS) were engaging families in their Tier I PBIS systems. In addition, reported implementation of practices and the availability of resources were examined in relation to fidelity of PBIS implementation. Partici...

Schoolwide positive behavior interventions and supports (SWPBIS) is a widely implemented model for systematically supporting the social and behavioral development of students with and without disabilities, including those with and at risk for emotional and behavioral disorders. Identifying district factors associated with SWPBIS implementation fide...

The purpose of this study was to identify barriers and facilitators to family engagement in schools implementing schoolwide positive behavioral interventions and supports (PBIS). Participants consisted of 1 representative member each from 204 school PBIS teams across 3 states. Qualitative analysis guided examination of responses to 1 question regar...

The current study investigated the relationships among personality factors and life satisfaction in high school students (N = 624), who completed self-report measures of global life satisfaction and personality characteristics consistent with a Five Factor Model (i.e., extraversion, neuroticism, openness to experience, conscientiousness, and agreea...

Adolescents' subjective well-being (SWB) is associated with a variety of schooling experiences, particularly their perceptions of teacher support. This article presents results of a mixed-methods study conducted to identify which types of perceived social support enacted by teachers are most strongly associated with middle school students' SWB (qua...

The purpose of the study is to investigate the relationships among personality factors and life satisfaction in high school students. High school students ( N = 625) completed self-report measures of personality characteristics (namely, extraversion, neuroticism, openness, conscientiousness, and agreeableness) and global life satisfaction. Results...