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

Ji Hoon Ryoo, Saahoon Hong, William M Bart, Jaehyun Shin, Catherine P. Bradshaw

Research output: Contribution to journalArticle

4 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)629-643
Number of pages15
JournalPsychology in the Schools
Volume55
Issue number6
DOIs
StatePublished - Jul 2018

Keywords

  • academic performance
  • propensity score matching
  • school-wide positive behavioral interventions and supports

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