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ERIC Number: EJ1210611
Record Type: Journal
Publication Date: 2019
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0279-6015
Disciplinary and Achievement Outcomes Associated with School-Wide Positive Behavioral Interventions and Supports Implementation Level
Noltemeyer, Amity; Palmer, Katelyn; James, Anthony G.; Petrasek, Michael
School Psychology Review, v48 n1 p81-87 2019
A positive behavioral interventions and supports (PBIS) framework has been associated with a variety of positive student and school outcomes. However, additional research would be useful to further understand the relationship between school-wide (i.e., Tier 1) PBIS implementation level and student outcomes. This study examined whether there were differences in discipline and academic outcomes based on Tier 1 PBIS implementation fidelity level in 153 Ohio schools when accounting for key covariates. Schools with higher implementation fidelity were found to evidence a significantly lower number of out-of-school suspensions per 100 students than schools with lower implementation fidelity when accounting for demographic covariates. However, a significant trend was not evidenced for the academic achievement outcome variable. Limitations and implications of this study are discussed.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Identifiers - Location: Ohio
Grant or Contract Numbers: CFDA84184F