ERIC Number: EJ1123547
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 48
Association between Schoolwide Positive Behavioural Interventions and Supports and Academic Achievement: A 9-Year Evaluation
Madigan, Kathleen; Cross, Richard W.; Smolkowski, Keith; Strycker, Lisa A.
Educational Research and Evaluation, v22 n7-8 p402-421 2016
This study evaluated the long-term impact of schoolwide positive behavioural interventions and supports (PBIS) on student academic achievement. In this quasi-experimental study, academic achievement data were collected over 9 years. The 21 elementary, middle, and high schools that achieved moderate to high fidelity to the Save & Civil Schools' PBIS model were matched with 28 control schools to assess academic gains. There were 5 years of baseline data (no intervention in treatment schools) and 4 years of intervention data, including 1 year of maintenance. Results indicate that implementation of the PBIS programme was significantly associated with increased student academic achievement (p = 0.001) and that the rate of change for students' academic achievement in treatment schools was greater than for students in control schools. This study suggests that PBIS programmes, such as Safe & Civil Schools' "Foundations," may complement other efforts to improve academic outcomes.
Descriptors: Positive Behavior Supports, Academic Achievement, Elementary School Students, Middle School Students, High School Students, Quasiexperimental Design, Achievement Gains, Correlation, Program Effectiveness, Longitudinal Studies, Comparative Analysis, Program Implementation, Fidelity, Multivariate Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools; Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Kentucky