Assessing the Relationship between the Positive Behavior Interventions and Supports Framework and Student Outcomes in High Schools

Autor/inn/en	Freeman, Jennifer; Kern, Laura; Gambino, Anthony J.; Lombardi, Allison; Kowitt, Jennifer
Titel	Assessing the Relationship between the Positive Behavior Interventions and Supports Framework and Student Outcomes in High Schools
Quelle	In: Journal of At-Risk Issues, 22 (2019) 2, S.1-11 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-1608
Schlagwörter	Positive Behavior Supports; High School Students; Program Implementation; Fidelity; Student Behavior; Suspension; Attendance; Academic Achievement; Discipline; Grade Point Average + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Student behaviour; Schülerverhalten; Ausschluss; Schulausschluss; Anwesenheit; Schulleistung; Disziplin
Abstract	The relationship between PBIS implementation fidelity and reductions in student office discipline referrals (ODR) has been relatively well-established in the literature; however, results related to other student outcomes such as suspensions, attendance, and academic performance are not well explored especially at the high school level. The purpose of this study was to examine the relations between PBIS implementation fidelity and student-level behavior (ODR, suspension), attendance (days absent, tardies), and academic (GPA) outcomes in a large sample of 12,127 students from 15 high schools implementing PBIS in a natural context without direct research support. Our findings suggest high schools implementing PBIS with fidelity may see improvements in student outcomes beyond reductions in ODRs. After controlling for student and school demographic variables, schools which were implementing with higher fidelity in this sample had fewer absences, unexcused tardies, ODRs, and suspensions. This study extends the current literature by exploring typical measures of academic achievement (i.e., GPA) rather than focusing upon only standardized assessments and by examining student-level rather than school-level aggregate outcomes. Notably, results from the current study focus entirely on high school settings and demonstrate desired changes in student-level outcomes in a large sample. (As Provided).
Anmerkungen	National Dropout Prevention Center. 3325 Hwy 81 N, Anderson, SC 29621. Tel: 864-642-6372; e-mail: ndpc@dropoutprevention.org; Web site: http://dropoutprevention.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01