SWPBIS produces a very small improvement in teacher-rated prosocial behavior among elementary school children (ES = 0.17)¶
Claim · All claims
Evidence · 1 study · causalr3·q3·i0negligible
Currency · newest study 2012 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i0 Children in SWPBIS schools had higher levels of prosocial behavior than children in comparison schools (ES = –0.17). → 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
In the 4-year group RCT, HLM on teacher TOCA-C prosocial behavior ratings showed children in the intervention "had higher levels of positive behaviors compared with those in the control" (ES = –0.17).
"The multilevel analyses also indicated a signi ficant intervention effect on prosocial behavior ( g = 0.03, t= 2.11, P , .05, ES = –0.17), such that children in the intervention had higher levels of positive behaviors compared with those in the control"
Discussion¶
Related Claims¶
- SWPBIS produces a very small improvement in teacher-rated emotion regulation among elementary school children (ES = 0.11) — related
- SWPBIS effects on prosocial behavior and emotion regulation are strongest for children first exposed in kindergarten — related
- SWPBIS reduced receipt of counseling for inappropriate behavior among at-risk and socially-emotionally skilled children — related
- At end of program, the largest Too Good for Drugs effect was on teacher-rated prosocial behaviors (effect size 0.52), not statistically significant after WWC correction — related
- SWPBIS produces a very small reduction in teacher-rated concentration problems among elementary school children (ES = 0.08) — 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
- 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
swpbis-improves-prosocial-behavior |
title |
SWPBIS produces a very small improvement in teacher-rated prosocial behavior among elementary school children (ES = 0.17) |
description |
SWPBIS produces a very small improvement in teacher-rated prosocial behavior among elementary school children (ES = 0.17) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2012 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-14 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — catherine-p-bradshaw-2012 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.