The SWPBIS effect on the responding-to-behavioral-violations subscale was significant only when comparing Year 1 and Year 4¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The behavioral violations subscale of the SET did not reach significance across all 4 years (p = .073) but was significant comparing Year 1 and Year 4 (p = .027, d = .90). → Catherine P. Bradshaw 2010

Evidence¶

Catherine P. Bradshaw 2010¶

Catherine P. Bradshaw, Mary M. Mitchell, & Philip J. Leaf. (2010). Examining the Effects of Schoolwide Positive Behavioral Interventions and Supports on Student Outcomes: Results From a Randomized Controlled Effectiveness Trial in Elementary Schools. Journal of Positive Behavior Interventions, 12(3), 133-148. https://doi.org/10.1177/1098300709334798

q3 · i? · within-school Year 1 to Year 4 change only, d = .90; no treatment-control effect size · causal · r2

Repeated measures GLM on SET subscale data from the randomized trial; the behavioral violations subscale was the one of seven subscales not significant across all 4 years.

"The seventh subscale, behavioral violations, was significant when comparing Year 1 and Year 4 scores, Wilks's Λ = .87, F(1, 35) = 5.33, p = .027, η2 = .13, d = .90, but did not reach statistical significance when including all 4 years of data"

Discussion¶

Related Claims¶

• Schools trained in SWPBIS implement the model with high, sustained fidelity on the School-Wide Evaluation Tool — related
• SWPBIS training significantly improved staff-reported implementation fidelity on all four EBS subscales — related