Relationship Between School-Wide Positive Behavior Interventions and Supports and Academic, Attendance, and Behavior Outcomes in High Schools

• Published in: Journal of positive behavior interventions Vol. 18; no. 1; pp. 41 - 51
• Main Authors: Freeman, Jennifer, Simonsen, Brandi, McCoach, D. Betsy, Sugai, George, Lombardi, Allison, Horner, Robert
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.01.2016; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Academic Achievement; Attendance Patterns; Behavior Modification; Behavior Problems; Coding; Correlation; Elementary school students; High School Students; Intervention; Middle school students; Positive Behavior Supports; Quasiexperimental Design; School attendance; School effectiveness; Student Behavior; high school; SWPBIS; PBIS; behavior; school-wide positive behavioral interventions and supports; attendance
• ISSN: 1098-3007; 1538-4772
• DOI: 10.1177/1098300715580992

Attendance, behavior, and academic outcomes are important indicators of school effectiveness and long-term student outcomes. Multi-tiered systems of support (MTSS), such as School-Wide Positive Behavior Interventions and Supports (SWPBIS), have emerged as potentially effective frameworks for addressing student needs and improving student outcomes. Much of the research on SWPBIS outcomes has taken place at the elementary and middle school levels, leaving a need for a more thorough examination of outcomes at the high school level. The purpose of this study was to explore the links between implementation of SWPBIS and academic, attendance, and behavior outcome measures across a large sample of high schools from 37 states. Despite some of the difficulties of SWPBIS implementation at the high school level, evidence suggests positive relationships between SWPBIS implementation and outcomes in behavior and attendance for high schools that implement with fidelity.