Examining Variation in the Impact of School-Wide Positive Behavioral Interventions and Supports: Findings from a Randomized Controlled Effectiveness Trial

Autor/inn/en	Bradshaw, Catherine P.; Waasdorp, Tracy E.; Leaf, Philip J.
Titel	Examining Variation in the Impact of School-Wide Positive Behavioral Interventions and Supports: Findings from a Randomized Controlled Effectiveness Trial
Quelle	In: Journal of Educational Psychology, 107 (2015) 2, S.546-557 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0037630
Schlagwörter	Educational Environment; Behavior Modification; Student Behavior; Intervention; Comparative Analysis; Experimental Groups; Control Groups; Program Effectiveness; Social Development; Emotional Development; Elementary School Students; Elementary School Teachers; Antisocial Behavior; Prosocial Behavior; Check Lists; At Risk Students; Racial Differences; Ethnic Groups; Gender Differences; Institutional Characteristics; Observation; Maryland + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Soziale Entwicklung; Gefühlsbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Checkliste; Rassenunterschied; Ethnie; Geschlechterkonflikt; Beobachtung
Abstract	School-Wide Positive Behavioral Interventions and Supports (SWPBIS; Sugai & Horner, 2006) is currently implemented in over 20,000 schools across the country with the goal of preventing disruptive behavior problems and enhancing the school climate. While previous studies have indicated significant main effects of SWPBIS on student outcomes, the program impacts likely vary as a function of children's social-emotional characteristics. This study examined variation in the effects of SWPBIS based on children's baseline pattern of behavior problems and social-emotional skills using data from a randomized controlled effectiveness trial. Data come from 12,344 elementary school children (52.9% male; 45.1% African American and 46.1% White; 49% received free or reduced-price meals; and 12.9% received special education services). The group randomized controlled effectiveness trial was implemented in 37 elementary schools. Latent profile analyses (LPA) were conducted on teachers' baseline ratings of children's behavior problems, concentration problems, social-emotional functioning, and prosocial behavior using the Teacher Observation of Classroom Adaptation-Checklist (TOCA-C; Koth, Bradshaw, & Leaf, 2009). LPA revealed 4 latent classes: high-risk (6.6%), at-risk (23.3%), normative (36.5%), and socially-emotionally skilled (33.6%). LPA membership was found to have a moderating impact on children's subsequent discipline problems and need for and use of school-based services. Findings suggest that the effects of SWPBIS on student outcomes tend to be greatest among at-risk and high-risk children. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01