Longitudinal Disciplinary and Achievement Outcomes Associated with School-Wide PBIS Implementation

Noltemeyer, A.N. (Amity)¹, James, A.G. (Anthony)¹, Ritchie, R.B. (Rachel)¹, Palmer, K. (Katelyn)^1
1Miami University, 210 E. Spring St., 45056, Oxford

 

Submission type

Poster only

Scheduled

Hallway, 10-07-2019, 15:30 - 17:00

Keywords

PBIS, discipline, academic, behavior

Summary

Positive Behavioral Interventions and Support (PBIS) is a multi-tiered framework for behavioral support that is being increasingly implemented in schools. In the U.S. specifically, recent policy, funding, and legislative priorities have enhanced PBIS adoption and implementation. Although research has linked PBIS to improved student outcomes, less research is longitudinal and considers both academic and behavioral outcomes. This poster will present a study examining the relationships between changes in school-wide (i.e, Tier I) PBIS implementation level and changes in disciplinary and achievement outcomes over a two year period. Participants included 85 Ohio schools with data on PBIS implementation fidelity (from the Tiered Fidelity Inventory, or TFI), out-of-school suspensions (OSSs), and statewide achievement tests for the 2015-2016 and 2016-2017 school years. Linear regressions were conducted to examine the degree to which changes in TFI Tier I scores predicted changes in OSS and achievement scores, when controlling for school-level demographic variables that also were related to the outcome variables. Changes in TFI Tier I scores were found to significantly predict changes in OSS per 100 students but not changes in achievement scores from 2015-2016 to 2016-2017. Study limitations, implications for research, and implications for practice will be highlighted.

Auteurs