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Positive behavioral interventions programs found to improve student behavior and learning

Date:
September 22, 2010
Source:
SAGE Publications
Summary:
Adopting the evidence-based procedures of School-Wide Positive Behavioral Interventions and Supports helped 21 elementary schools reduce student suspensions, office discipline referrals and improve student academic achievement, according to a new study.

Adopting the evidence-based procedures of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) helped 21 elementary schools reduce student suspensions, office discipline referrals and improve student academic achievement, according to a study published in the July 2010 issue of the Journal of Positive Behavior Interventions. SWPBIS is a rapidly expanding approach to improving educational environments that is estimated to be used in more than 9,000 schools nation-wide

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Researchers at the Johns Hopkins Center for the Prevention of Youth Violence (Catherine P. Bradshaw, Mary M. Mitchell, and Philip J. Leaf) randomly assigned Maryland elementary schools to either receive training in SWPBIS (21 schools) or not (16 comparison schools) and followed the schools over a five-year period.

Improving our nation's schools is a perennial challenge, yet districts often fall prey to untested and faddish approaches. Researchers found that in both the SWPBIS schools and the comparison schools, other programs were being used in the schools at the same time, including character education programs, bullying prevention and drug prevention programs (for example, D.A.R.E.). However, it was only in schools that had formal SWPBIS programs that had significant improvements in student behavior and learning.

"This study demonstrates how important it is for schools to commit to sustained implementation of SWPBIS over multiple years," said lead author Catherine Bradshaw. "We are currently examining student-level factors to identify for whom and under what conditions SWPBIS has the greatest impact."

"I'm so impressed by this research because Bradshaw and her colleagues not only documented the effectiveness of SWPBIS, they also noted that 'context matters,'" said George Sugai, the Carole J. Neag Endowed Chair and Professor of Special Education at the University of Connecticut. "Kudos to this group for conducting quality research in socially important and real contexts."


Story Source:

The above story is based on materials provided by SAGE Publications. Note: Materials may be edited for content and length.


Journal Reference:

  1. B. Simonsen, L. Britton, D. Young. School-Wide Positive Behavior Support in an Alternative School Setting: A Case Study. Journal of Positive Behavior Interventions, 2009; 12 (3): 180-191 DOI: 10.1177/1098300708330495

Cite This Page:

SAGE Publications. "Positive behavioral interventions programs found to improve student behavior and learning." ScienceDaily. ScienceDaily, 22 September 2010. <www.sciencedaily.com/releases/2010/09/100922155116.htm>.
SAGE Publications. (2010, September 22). Positive behavioral interventions programs found to improve student behavior and learning. ScienceDaily. Retrieved December 19, 2014 from www.sciencedaily.com/releases/2010/09/100922155116.htm
SAGE Publications. "Positive behavioral interventions programs found to improve student behavior and learning." ScienceDaily. www.sciencedaily.com/releases/2010/09/100922155116.htm (accessed December 19, 2014).

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