A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools

Autor/inn/en	Horner, Robert H.; Sugai, George; Smolkowski, Keith; Eber, Lucille; Nakasato, Jean; Todd, Anne W.; Esperanza, Jody
Titel	A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools
Quelle	In: Journal of Positive Behavior Interventions, 11 (2009) 3, S.133-144 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300709332067
Schlagwörter	Behavior Disorders; Technical Assistance; Positive Reinforcement; Behavior Modification; Program Implementation; Professional Training; Program Effectiveness; Outcomes of Education; Monte Carlo Methods; Caseworker Approach; Caseworkers; Intervention; Hawaii; Illinois + Suchen Sie Ihr Suchwort? Technische Hilfe; Behaviour modification; Verhaltensänderung; Berufliche Fachbildung; Berufliche Fortbildung; Lernleistung; Schulerfolg; Monte-Carlo-Methode
Abstract	We report a randomized, wait-list controlled trial assessing the effects of school-wide positive behavior support (SWPBS). An effectiveness analysis was conducted with elementary schools in Hawaii and Illinois where training and technical assistance in SWPBS was provided by regular state personnel over a 3-year period. Results document that the training and technical assistance were functionally related to improved implementation of universal-level SWPBS practices. Improved use of SWPBS was functionally related to improvements in the perceived safety of the school setting and the proportion of third graders meeting or exceeding state reading assessment standards. Results also document that levels of office discipline referrals were comparatively low, but the absence of experimental control for this variable precludes inference about the impact of SWPBS. Implications for future research directions are offered. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10