School-Wide Positive Behavior Interventions and Supports and Student Academic Achievement
作者： Gail Angus , R. Brett Nelson
DOI: 10.1007/S40688-019-00245-0
关键词: Medical education 、 Multiple baseline design 、 Educational psychology 、 Positive behavior 、 Psychological intervention 、 Fidelity 、 Archival research 、 Outcome data 、 Psychology 、 Academic achievement
摘要: The purpose of this study is to explore the effects school-wide positive behavior interventions and supports (SWPBIS) on student academic performance. participants in are eight middle schools from an urban Southern California school district where implementation SWPBIS was mandated. Using archival data collected by information Department Education Website, multiple baseline trends were conducted. findings revealed that when implemented SWPBIS, outcome positively impacted impact continues as continue fully implement all components SWPBIS. In staff sustained program at site, growth achievement strongly associated with fidelity. Discussion centers recommendations for educational leaders implementing
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