A Quasi-Experimental Design Analysis of the Effects of School-Wide Positive Behavior Interventions and Supports on Discipline in Florida

Autor/inn/en	Gage, Nicholas A.; Grasley-Boy, Nicolette; Peshak George, Heather; Childs, Karen; Kincaid, Don
Titel	A Quasi-Experimental Design Analysis of the Effects of School-Wide Positive Behavior Interventions and Supports on Discipline in Florida
Quelle	In: Journal of Positive Behavior Interventions, 21 (2019) 1, S.50-61 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300718768208
Schlagwörter	Positive Behavior Supports; Intervention; Discipline; Outcomes of Treatment; Suspension; Disabilities; African American Students; Program Effectiveness; Elementary School Students; Secondary School Students; Effect Size; Florida + Suchen Sie Ihr Suchwort? Disziplin; Ausschluss; Schulausschluss; Handicap; Behinderung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Sekundarschüler
Abstract	School discipline continues to be a challenge for schools, resulting in loss of instructional time for both teachers and students. With respect to discipline actions, school suspension is one of the most widely used, yet research continues to demonstrate an empirical link between receipt of suspension and poor student outcomes, including increased risk of dropping out of school. Therefore, interventions with empirical support for reducing school-wide disciplinary actions are needed. This study examined the effect of school-wide positive behavior interventions and supports (SWPBIS) on disciplinary actions using quasi-experimental design analysis. We (propensity score) matched 593 Florida schools implementing SWPBIS with fidelity with 593 Florida schools that have never been trained. Overall, we found statistically significantly fewer out-of-school suspensions for students with disabilities and Black students within schools implementing SWPBIS with fidelity and an effect size of -0.55, indicating meaningful improvements. (As Provided).
Anmerkungen	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: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01