Investigating the effect of school‐wide positive behavioral interventions and supports on student learning and behavioral problems in elementary and middle schools

Investigating the effect of school‐wide positive behavioral interventions and supports on... Many states have scaled up School‐Wide Positive Behavioral Interventions and Supports (SW‐PBIS) with the goal of improving student behavior and academic outcomes. Although the effects of SW‐PBIS on behavioral and discipline outcomes have been promising, the findings for academic achievement have been inconclusive and are often limited to cross‐sectional data. This paper examined the longitudinal effect of SW‐PBIS on student behavioral problems and academic achievement growth in elementary and middle schools using propensity score matching. We found no statistically significant longitudinal effects of SW‐PBIS on either student behavior problems or academic achievement among elementary and middle schools in this quasi‐experimental design, even though the positive direction of longitudinal changes would be identified. The result raised questions about the efficacy of SW‐PBIS using a statewide achievement test when scaled up to a state level. Additional research is needed to better understand the impact of SW‐PBIS using rigorous scale‐up designs. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Psychology in the Schools Wiley

Investigating the effect of school‐wide positive behavioral interventions and supports on student learning and behavioral problems in elementary and middle schools

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Publisher
Wiley Subscription Services, Inc., A Wiley Company
Copyright
Copyright © 2018 Wiley Periodicals, Inc., A Wiley Company
ISSN
0033-3085
eISSN
1520-6807
D.O.I.
10.1002/pits.22134
Publisher site
See Article on Publisher Site

Abstract

Many states have scaled up School‐Wide Positive Behavioral Interventions and Supports (SW‐PBIS) with the goal of improving student behavior and academic outcomes. Although the effects of SW‐PBIS on behavioral and discipline outcomes have been promising, the findings for academic achievement have been inconclusive and are often limited to cross‐sectional data. This paper examined the longitudinal effect of SW‐PBIS on student behavioral problems and academic achievement growth in elementary and middle schools using propensity score matching. We found no statistically significant longitudinal effects of SW‐PBIS on either student behavior problems or academic achievement among elementary and middle schools in this quasi‐experimental design, even though the positive direction of longitudinal changes would be identified. The result raised questions about the efficacy of SW‐PBIS using a statewide achievement test when scaled up to a state level. Additional research is needed to better understand the impact of SW‐PBIS using rigorous scale‐up designs.

Journal

Psychology in the SchoolsWiley

Published: Jan 1, 2018

Keywords: ; ;

References

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