NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1084005
Record Type: Journal
Publication Date: 2016-Jan
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1098-3007
Relationship between School-Wide Positive Behavior Interventions and Supports and Academic, Attendance, and Behavior Outcomes in High Schools
Freeman, Jennifer; Simonsen, Brandi; McCoach, D. Betsy; Sugai, George; Lombardi, Allison; Horner, Robert
Journal of Positive Behavior Interventions, v18 n1 p41-51 Jan 2016
Attendance, behavior, and academic outcomes are important indicators of school effectiveness and long-term student outcomes. "Multi-tiered systems of support" (MTSS), such as "School-Wide Positive Behavior Interventions and Supports" (SWPBIS), have emerged as potentially effective frameworks for addressing student needs and improving student outcomes. Much of the research on SWPBIS outcomes has taken place at the elementary and middle school levels, leaving a need for a more thorough examination of outcomes at the high school level. The purpose of this study was to explore the links between implementation of SWPBIS and academic, attendance, and behavior outcome measures across a large sample of high schools from 37 states. Despite some of the difficulties of SWPBIS implementation at the high school level, evidence suggests positive relationships between SWPBIS implementation and outcomes in behavior and attendance for high schools that implement with fidelity.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Grant or Contract Numbers: H029D40055