A Review of Schoolwide Positive Behavior Interventions and Supports as a Framework for Reducing Disciplinary Exclusions

Autor/inn/en	Gage, Nicholas A.; Whitford, Denise K.; Katsiyannis, Antonis
Titel	A Review of Schoolwide Positive Behavior Interventions and Supports as a Framework for Reducing Disciplinary Exclusions
Quelle	In: Journal of Special Education, 52 (2018) 3, S.142-151 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466918767847
Schlagwörter	Positive Behavior Supports; Discipline Problems; Referral; Randomized Controlled Trials; Research Design; Outcomes of Treatment; Educational Research; Program Implementation; Suspension + Suchen Sie Ihr Suchwort? Forschungsdesign; Bildungsforschung; Pädagogische Forschung; Ausschluss; Schulausschluss
Abstract	Schoolwide positive behavior interventions and supports (SWPBIS) is currently implemented in more than 23,000 schools nationally and internationally. Several reviews have examined the SWPBIS evidence base, including a meta-analysis of single-case design research. However, to date, there has not been a review of group-based experimental research (e.g., randomized controlled trials [RCTs]) on the school-level effects of SWPBIS implementation to reduce disciplinary exclusion, including office discipline referrals and suspensions. Therefore, we conducted a systematic review and meta-analysis following What Works Clearinghouse procedures to investigate that relationship. We identified four group experimental studies that included disciplinary exclusion as an outcome variable; two RCTs and two quasi-experimental designs. Overall, 90 schools, including both elementary and high schools, were evaluated. A statistically significant large treatment effect (g = -.86) was found for school suspension, but no treatment effect was found for office discipline referrals. Implications for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01