PBIS implementation is associated with significant pre-to-post reductions in externalizing and total problem behaviors of students with ED in self-contained settings¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i1 small
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Students with ED (N = 37) showed statistically significant reductions on TRF Externalizing Problems (p = .028) and Total Problems (p = .004) after a year of teacher PBIS training. → Benner 2008

q2 i? Statistically significant pre-to-post reductions were found on Thought Problems (p = .034), Attention Problems (p = .003), and Aggressive Behavior (p = .014) syndrome scores. → Benner 2008

q2 i? Significant differences were found in percentages of students with clinically significant internalizing (54% to 46%), externalizing (76% to 68%), and total (76% to 62%) behavior problems. → Benner 2008

Evidence¶

Benner 2008¶

Benner, G. J., Beaudoin, K. M., Chen, P.-Y., Davis, C., & Ralston, N. (2008). The Impact of Intensive Positive Behavioral Supports on the Behavioral Functioning of Students with Emotional Disturbance: How Much Does Fidelity Matter? JBAIC, Volume 1, No. 1. https://eric.ed.gov/?q=Impact+of+Intensive+Positive+Behavioral+Supports

q2 · i1 · causal · r1

Pre-post naturalistic study of 37 students with ED in self-contained classrooms; Wilcoxon Signed Ranks Tests on TRF scores showed "statistically significant reductions" on Externalizing (p = .028) and Total Problems (p = .004). No effect size printed.

"Inspection of Table 1 reveals that statistically significant reductions on the TRF Externalizing Problems (p = .028) and Total Problems (p = .004) broadband scores were found from pre- to post-test."

Discussion¶

Related Claims¶

• SWPBIS produces a very small reduction in teacher-rated aggressive and disruptive behavior among elementary school children over 4 years (ES = 0.12) — the general claim this finding bears on, with the studies behind it

• In one study of students with emotional disturbance, the authors interpret their results as showing that teachers implementing PBIS with low fidelity tended not to see student behavior improvements as large as those of high-fidelity colleagues — related

• Early Risers shows no discernible effects on emotional/internal behavior for children at risk of emotional disturbance classification — related