SWPBIS produces a very small improvement in teacher-rated emotion regulation among elementary school children (ES = 0.11)¶

Claim · All claims
Evidence · 1 study · causal r3 · q3 · i0 negligible
Currency · newest study 2012 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i0 Children in SWPBIS schools had better emotion regulation than children in comparison schools (ES = –0.11). → Catherine P. Bradshaw 2012

Evidence¶

Catherine P. Bradshaw 2012¶

Catherine P. Bradshaw, Tracy E. Waasdorp, Philip J. Leaf. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on Child Behavior Problems. Pediatrics. https://doi.org/10.1542/peds.2012-0243

q3 · i0 · causal · r3

Multilevel HLM in the 4-year group RCT showed children in the intervention schools "had better emotion regulation than those in the control" (ES = –0.11), based on teacher TOCA-C ratings over 5 time points.

"A similar effect was observed on emotion regulation (g = 0.03, t= 2.30, P , .05, ES = –0.11), such that children in the intervention schools had better emotion regulation than those in the control"

Discussion¶

Learner Variables¶

• Affect Regulation — outcome: instruction changes it

Related Claims¶

• SEL programs improve social emotional skills — the general claim this finding bears on, with the studies behind it
• SWPBIS effects on prosocial behavior and emotion regulation are strongest for children first exposed in kindergarten — related
• SWPBIS produces a very small improvement in teacher-rated prosocial behavior among elementary school children (ES = 0.17) — related
• SWPBIS produces a very small reduction in teacher-rated concentration problems among elementary school children (ES = 0.08) — related
• SWPBIS reduced receipt of counseling for inappropriate behavior among at-risk and socially-emotionally skilled children — 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
• SWPBIS reduces the rate of increase in teacher-reported peer rejection over elementary school — related
• SWPBIS effects on discipline referrals and school services tended to be greatest among children rated at-risk or high-risk at baseline — 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