SWPBIS effects on discipline referrals and school services tended to be greatest among children rated at-risk or high-risk at baseline¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? LPA membership moderated children's subsequent discipline problems and need for school-based services; SWPBIS effects tended to be greatest among at-risk and high-risk children. → Bradshaw 2015

Evidence¶

Bradshaw 2015¶

Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2015). Examining Variation in the Impact of School-Wide Positive Behavioral Interventions and Supports: Findings From a Randomized Controlled Effectiveness Trial. Journal of Educational Psychology. https://doi.org/10.1037/a0037630

q3 · i? · causal · r2

Overall moderation finding from the 4-year group-randomized effectiveness trial with 12,344 children: LPA membership moderated subsequent discipline problems and service use. The article reports that "the effects of SWPBIS on stud ent outcomes tend to be greatest among at-risk and high-risk children."

"Findings suggest that the effects of SWPBIS on stud ent outcomes tend to be greatest among at-risk and high-risk children."

Discussion¶

Related Claims¶

• At-risk children in SWPBIS schools are slightly less likely to receive an office discipline referral than at-risk peers in comparison schools (41.3% vs 46.5%, d = -0.13) — a narrower finding that bears on this claim
• Latent profile analysis of baseline teacher ratings identifies four classes of children's behavioral and social-emotional risk — related
• SWPBIS reduced receipt of counseling for inappropriate behavior among at-risk and socially-emotionally skilled children — a narrower finding that bears on this claim
• SWPBIS reduces the odds of receiving an office discipline referral — a broader claim this one bears on
• SWPBIS schools achieved and maintained high implementation fidelity during the trial — related
• SWPBIS produces a very small reduction in teacher-rated aggressive and disruptive behavior among elementary school children over 4 years (ES = 0.12) — related
• At-risk children in SWPBIS schools were significantly less likely to be referred to special education than at-risk peers in comparison schools — a narrower finding that bears on this claim
• SWPBIS produces a very small improvement in teacher-rated emotion regulation among elementary school children (ES = 0.11) — related
• Socially-emotionally skilled children in SWPBIS schools were less often held back a grade than skilled peers in comparison schools (1.8% vs 4.2%, d = -0.39) — related
• Sex and special education status did not significantly moderate SWPBIS effects on teacher-rated bullying and peer rejection — related