A Randomized Evaluation of the Safe and Civil Schools Model for Positive Behavioral Interventions and Supports at Elementary Schools in a Large Urban School District

Autor/inn/en	Ward, Bryce; Gersten, Russell
Titel	A Randomized Evaluation of the Safe and Civil Schools Model for Positive Behavioral Interventions and Supports at Elementary Schools in a Large Urban School District
Quelle	In: School Psychology Review, 42 (2013) 3, S.317-333 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	School Safety; Positive Behavior Supports; Elementary Schools; Urban Schools; Randomized Controlled Trials; Program Effectiveness; School Policy; Student Behavior; Surveys; Attitude Measures; Suspension; Maintenance; At Risk Students; Educational Environment; Program Implementation; Program Evaluation; School Personnel; School Districts; Bullying; Statistical Analysis; Training + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulpolitik; Student behaviour; Schülerverhalten; Survey; Umfrage; Befragung; Ausschluss; Schulausschluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Programme evaluation; Programmevaluation; Schulpersonal; School district; Schulbezirk; Mobbing; Statistische Analyse; Ausbildung
Abstract	In this article, we report the results from a randomized evaluation of the Safe and Civil Schools (SCS) model for school-wide positive behavioral interventions and supports. Thirty-two elementary schools in a large urban school district were randomly assigned to an initial training cohort or a wait-list control group. Results suggested that SCS training positively affected school policies and student behavior. Surveys administered after the commencement of SCS training found large improvements in staff perceptions of school behavior policies and student behavior at schools receiving SCS training that were not observed at wait-list schools. Similarly, we observed reductions in student suspensions at schools implementing SCS that were not observed at control schools. The observed improvements persisted through the second year of trainings, and once the wait-list control schools commenced SCS training, they experienced similar improvements in school policies and student behavior. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04