Updating and expanding systematic reviews and meta‐analyses on the effects of school‐wide positive behavior interventions and supports

Abstract

School‐wide positive behavior interventions and supports (SWPBIS) is a multitiered support framework for preventing problem behaviors and increasing prosocial behaviors. There has been an increasing number of experimental group design research studies focused on the impacts of SWPBIS. Therefore, we conducted a systematic review to update and extend prior reviews by including both published and unpublished studies and conducting a robust variance estimation meta‐analysis to examine the magnitude of the effect of SWPBIS on all available school‐level outcomes. A total of 29 studies were identified across the United States and Europe, including seven randomized controlled trials and 22 quasi‐experimental group design studies. Overall, statistically significant reductions in school discipline and increased academic achievement were found. Effect sizes were small to medium. Limitations and implications are discussed.

A Randomized Controlled Trial of MTSS-B in High Schools: Improving Classroom Management to Prevent EBDs

“…There was no direct support provided to schools, although some local school systems additionally offered quarterly, school-based coaches meetings. In contrast, much of the extant PBIS RCT research has focused on universal, school-wide implementation within elementary schools (e.g., see Bradshaw, Koth, et al, 2008, 2009, 2010; Horner et al, 2009; Lee & Gage, 2020). Similarly, the few high school–focused PBIS studies have largely used nonrandomized designs (e.g., Flannery et al, 2014), thereby limiting the extent to which causal inferences could be drawn (Murray, 1998).…”

“…Many of the successes associated with PBIS implementation in Maryland had occurred at the elementary or middle school level and had focused on universal (school-wide) supports, rather than more intensive targeted and indicated interventions (Bradshaw et al, 2012, 2014). Similarly, the most rigorous research supporting the impacts of the Tier 1 behavioral model had been with regard to the school-wide supports in elementary schools specifically (e.g., Bradshaw et al, 2010; Bradshaw, Koth, et al, 2008, 2009; Horner et al, 2009), although more recent research demonstrates positive impacts in secondary schools (e.g., Pas, Ryoo et al, 2019; also see a review by Lee & Gage, 2020). As a result, there was a desire to expand both into high schools and beyond the Tier 1 supports, providing support for the implementation Tiers 2 and 3 (Bradshaw et al, 2014).…”

“…Toward that end, there is an increasing movement in the special education field toward the multitiered system of supports (MTSS) framework for providing universal, targeted, and intensive evidence-based supports to prevent the onset or escalation of academic and behavioral issues (Bradshaw et al, 2019). Although MTSS-B has been examined in elementary schools, there has been limited research in high schools using a rigorous randomized design, particularly with consideration of impacts on the classroom setting (e.g., Flannery et al, 2014; Horner et al, 2010; Lee & Gage, 2020). The need for MTSS-B research at the high school level is especially great, given elevated rates of bullying and suspension, and the long-term consequences of school dropout (Musu et al, 2019).…”

L’école virtuelle : faute de pain, on mange de la galette!

“…Sans contredit, la gestion de classe virtuelle peut devenir problématique (Lee et Gage, 2020) et se doit d'être adaptée au contexte de pandémie (Caron, Gaudreau, Harvey, Sicard, Robitaille, Arbour et Brochu, 2020). Les élèves, surtout les plus jeunes, disent haut et fort ce qui se passe dans leur tête (Madame, je ne vois pas; Madame, est-ce que je peux montrer ma réponse?…”

Knowledge and Will: An Explorative Study on the Implementation of School-Wide Positive Behavior Support in Sweden

“…However, the effectiveness of PBIS is dependent on the quality of its implementation (Bradshaw et al, 2008 ; Horner et al, 2010 ; Dix et al, 2012 ; Flannery et al, 2014 ; McIntosh et al, 2014 ; Sørlie et al, 2018 ). In fact, schools have been shown to vary widely in their fidelity to and implementation rates of the approach (Buzhardt et al, 2006 ; Lee and Gage, 2020 ), and there is often a gap between research and practice when preventive programs are implemented in schools (Wandersman et al, 2008 ). Schools are at the greatest risk of abandoning PBIS within the first 2 years of implementation (Nese et al, 2016 ).…”