The Composition of Implementation Drivers for Targeted and Intensive Behavioral Supports: An Exploratory Survey Study

School-based personnel continue to cite supporting student behavior as one of the most difficult aspects of the teaching profession. We administered a survey to explore what implementation drivers are available at the school and district level to support implementation of targeted and intensive behavioral supports and perceptions on specific implementation drivers. A total of 265 school personnel, including K–12 teachers (n = 175), specialized support personnel (n = 63), school administrators (n = 12), and district-level personnel (n = 15) across 43 states in the USA completed the survey. Results indicated that in-service professional development and ongoing implementation support strategies (e.g., performance feedback) were the most common implementation drivers, but the composition of these drivers varied (e.g., inclusion or exclusion of high-quality training strategies). Participants ranked in-service professional development as the most helpful implementation driver, and professional learning communities and external consultants/coaches as the least helpful. Overall results suggest that common implementation drivers are not aligned with evidence- and research-based recommended training/coaching strategies. These results provide timely information to inform school and district-level investments to support implementation.