Disciplinary and Achievement Outcomes Associated with School-Wide Positive Behavioral Interventions and Supports Implementation Level

Autor/inn/en	Noltemeyer, Amity; Palmer, Katelyn; James, Anthony G.; Petrasek, Michael
Titel	Disciplinary and Achievement Outcomes Associated with School-Wide Positive Behavioral Interventions and Supports Implementation Level
Quelle	In: School Psychology Review, 48 (2019) 1, S.81-87 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Positive Behavior Supports; Outcomes of Education; Fidelity; Measures (Individuals); Academic Achievement; Program Implementation; Discipline; Suspension; At Risk Students; Ohio + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Messdaten; Schulleistung; Disziplin; Ausschluss; Schulausschluss
Abstract	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. (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	2020/1/01