Examining the Effects of Schoolwide Positive Behavioral Interventions and Supports on Student Outcomes: Results from a Randomized Controlled Effectiveness Trial in Elementary Schools
Bradshaw, Catherine P.; Mitchell, Mary M.; Leaf, Philip J. (2010). Journal of Positive Behavior Interventions, v12 n3 p133-148. Retrieved from: https://eric.ed.gov/?id=EJ889024
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examining11,738Students, gradesK-5
Single Study Review
Review Details
Reviewed: March 2022
- Single Study Review (findings for Schoolwide Positive Behavioral Interventions and Supports)
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a cluster randomized controlled trial with low cluster-level attrition and individual-level non-response.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
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Maryland School Assessment (MSA) Grade 5 reading Score |
Schoolwide Positive Behavioral Interventions and Supports vs. Business as usual |
0 Days |
Full sample;
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10.67 |
9.78 |
No |
-- | |
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Maryland School Assessment (MSA) Grade 3 reading Score |
Schoolwide Positive Behavioral Interventions and Supports vs. Business as usual |
0 Days |
Full sample;
|
20.45 |
19.11 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
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Maryland School Assessment (MSA) Grade 5 Math Score |
Schoolwide Positive Behavioral Interventions and Supports vs. Business as usual |
0 Days |
Full sample;
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22.61 |
16.98 |
No |
-- | |
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Maryland School Assessment (MSA) Grade 3 Math Score |
Schoolwide Positive Behavioral Interventions and Supports vs. Business as usual |
0 Days |
Full sample;
|
14.58 |
17.89 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Teacher Observation of Classroom Adaptation-Checklist (TOCA-C): emotion regulation |
Schoolwide Positive Behavioral Interventions and Supports vs. Business as usual |
0 Days |
Full sample;
|
4.41 |
4.52 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Percent received counseling for social skills development |
Schoolwide Positive Behavioral Interventions and Supports vs. Business as usual |
0 Days |
Full sample;
|
20.00 |
22.00 |
No |
-- | |
|
Teacher Observation of Classroom Adaptation-Checklist (TOCA-C): aggressive and disruptive behaviors |
Schoolwide Positive Behavioral Interventions and Supports vs. Business as usual |
0 Days |
Full sample;
|
2.01 |
1.94 |
No |
-- | |
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Teacher Observation of Classroom Adaptation-Checklist (TOCA-C): concentration problems |
Schoolwide Positive Behavioral Interventions and Supports vs. Business as usual |
0 Days |
Full sample;
|
2.78 |
2.69 |
No |
-- | |
|
Teacher Observation of Classroom Adaptation-Checklist (TOCA-C): prosocial behaviors |
Schoolwide Positive Behavioral Interventions and Supports vs. Business as usual |
0 Days |
Full sample;
|
4.61 |
4.65 |
No |
-- | |
|
Percent received counseling for inappropriate behavior |
Schoolwide Positive Behavioral Interventions and Supports vs. Business as usual |
0 Days |
Full sample;
|
15.00 |
16.00 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
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School-level suspension rate |
Schoolwide Positive Behavioral Interventions and Supports vs. Business as usual |
0 Days |
Full sample;
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-3.64 |
3.58 |
No |
-- | |
|
Office Disciplinary Referrals |
Schoolwide Positive Behavioral Interventions and Supports vs. Business as usual |
0 Days |
Full sample;
|
N/A |
N/A |
No |
-- | |
|
Teacher Observation of Classroom Adaptation-Checklist (TOCA-C): out-of-school suspension |
Schoolwide Positive Behavioral Interventions and Supports vs. Business as usual |
0 Days |
Full sample;
|
N/A |
N/A |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 47%
Male: 53% -
Rural, Suburban
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Maryland
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Race Asian 4% Black 45% Native American 1% Other or unknown 4% White 46% -
Ethnicity Hispanic 4% Not Hispanic or Latino 96%
Study Details
Setting
The study took place in 37 Maryland public elementary schools from five rural and suburban school districts.
Study sample
The sample of students included slightly more males (53%) than females (47%). Students identified as African American (45%) and White (46%). Just under half (49%) received free or reduced-price meals. Thirteen percent received special education services.
Intervention Group
Schoolwide positive behavioral interventions and supports (Sugai & Horner, 2006) is a universal prevention strategy that aims to reduce disruptive behavior problems by targeting staff behavior, which in turn promotes positive change in student behavior. Each school forms a team comprising 5 to 6 members (e.g., teachers, administrators). The team attends annual training events, establishes an action plan to implement the strategies, develops materials to support program implementation, trains other staff members, and meets regularly to discuss behavior management procedures.
Comparison Group
Comparison schools conducted business as usual, and provided assurances that they would not participate in schoolwide positive behavioral interventions and supports training during the study period.
Support for implementation
Schoolwide positive behavioral interventions and supports teams attend an initial 2-day summer training and annual 2-day booster training events. All intervention schools receive at least monthly on-site support and technical assistance from a trained behavior support coach. Professional development and technical assistance were provided to the behavior support coaches through state-coordinated training events conducted four times each year.
Grant Competition
Review Details
Reviewed: February 2014
- Grant Competition (findings for Schoolwide Positive Behavioral Interventions and Supports)
- Randomized Controlled Trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
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Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
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Concentration |
Schoolwide Positive Behavioral Interventions and Supports vs. Business as usual |
Four school years |
Grades 3-5;
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N/A |
N/A |
Yes |
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Emotion Regulation |
Schoolwide Positive Behavioral Interventions and Supports vs. Business as usual |
Four school years |
Grades 3-5;
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N/A |
N/A |
Yes |
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Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
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Disruptive Behaviors |
Schoolwide Positive Behavioral Interventions and Supports vs. Business as usual |
Four school years |
Grades 3-5;
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N/A |
N/A |
Yes |
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Office Discipline Referral |
Schoolwide Positive Behavioral Interventions and Supports vs. Business as usual |
Four school years |
Grades 3-5;
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N/A |
N/A |
Yes |
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Office Discipline Referral |
Schoolwide Positive Behavioral Interventions and Supports vs. Business as usual |
Four school years |
Overall;
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N/A |
N/A |
Yes |
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Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
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Percentage of students proficient in math |
Schoolwide Positive Behavioral Interventions and Supports vs. Business as usual |
Four school years |
Grade 5;
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N/A |
N/A |
No |
-- | |
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Percentage of students proficient in math |
Schoolwide Positive Behavioral Interventions and Supports vs. Business as usual |
Four school years |
Grade 3;
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N/A |
N/A |
No |
-- |
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Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
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Percentage of students proficient in reading |
Schoolwide Positive Behavioral Interventions and Supports vs. Business as usual |
Four school years |
Grade 3;
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N/A |
N/A |
No |
-- | |
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Percentage of students proficient in reading |
Schoolwide Positive Behavioral Interventions and Supports vs. Business as usual |
Four school years |
Grade 5,;
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N/A |
N/A |
No |
-- |
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Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
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Prosocial behaviors |
Schoolwide Positive Behavioral Interventions and Supports vs. Business as usual |
Four school years |
Grades 3-5;
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N/A |
N/A |
Yes |
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Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Rural, Suburban
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Maryland
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Race White 60%
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
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Study findings for this report.
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Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).