Investigating the Effect of School-Wide Positive Behavioral Interventions and Supports on Student Learning and Behavioral Problems in Elementary and Middle Schools

Autor/inn/en	Ryoo, Ji Hoon; Hong, Saahoon; Bart, William M.; Shin, Jaehyun; Bradshaw, Catherine P.
Titel	Investigating the Effect of School-Wide Positive Behavioral Interventions and Supports on Student Learning and Behavioral Problems in Elementary and Middle Schools
Quelle	In: Psychology in the Schools, 55 (2018) 6, S.629-643 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ryoo, Ji Hoon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22134
Schlagwörter	Elementary School Students; Middle School Students; Positive Behavior Supports; Student Behavior; Behavior Problems; Intervention; Academic Achievement; Longitudinal Studies; Statistical Significance; Quasiexperimental Design; Achievement Tests; Program Evaluation; Program Effectiveness; Outcomes of Education; Behavior Change + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Student behaviour; Schülerverhalten; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Programme evaluation; Programmevaluation; Lernleistung; Schulerfolg
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01