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A Quasi-Experimental Design Analysis of the Effects of School-Wide Positive Behavior Interventions and Supports on Discipline in Florida

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Keywords:

school-wide, intervention(s), positive behavior, support(s), group designs, data analysis, studies

Contact:

Heather Peshak George, PhD

Abstract

School discipline continues to be a challenge for schools, resulting in loss of instructional time for both teachers and students. With respect to discipline actions, school suspension is one of the most widely used, yet research continues to demonstrate an empirical link between receipt of suspension and poor student outcomes, including increased risk of dropping out of school. Therefore, interventions with empirical support for reducing school-wide disciplinary actions are needed. This study examined the effect of school-wide positive behavior interventions and supports (SWPBIS) on disciplinary actions using quasi-experimental design analysis. We (propensity score) matched 593 Florida schools implementing SWPBIS with fidelity with 593 Florida schools that have never been trained. Overall, we found statistically significantly fewer out-of-school suspensions for students with disabilities and Black students within schools implementing SWPBIS with fidelity and an effect size of −0.55, indicating meaningful improvements.

Citation

Gage, N.A., Grasley-Boy, N., George, H.P., Cox, K.E., & Kincaid, D. (2019).  A Quasi-Experimental Design Analysis of the Effects of School-Wide Positive Behavior Interventions and Supports on Discipline in Florida. Journal of Positive Behavior Interventions, 21(1), 50-61.  doi: 10.1177/1098300718768208.

Faculty & Staff