Association between schoolwide positive behavioural interventions and supports and academic achievement: a 9-year evaluation
作者： Kathleen Madigan , Richard W. Cross , Keith Smolkowski , Lisa A. Strycker
DOI: 10.1080/13803611.2016.1256783
关键词: Intervention (counseling) 、 Academic achievement 、 School discipline 、 Fidelity 、 Psychology 、 Association (psychology) 、 Baseline data 、 Medical education 、 Applied psychology 、 Behavioural intervention
摘要: ABSTRACTThis study evaluated the long-term impact of schoolwide positive behavioural interventions and supports (PBIS) on student academic achievement. In this quasi-experimental study, achievement data were collected over 9 years. The 21 elementary, middle, high schools that achieved moderate to fidelity Save & Civil Schools’ PBIS model matched with 28 control assess gains. There 5 years baseline (no intervention in treatment schools) 4 data, including 1 year maintenance. Results indicate implementation programme was significantly associated increased (p = .001) rate change for students’ greater than students schools. This suggests programmes, such as Safe Foundations, may complement other efforts improve outcomes.
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