SWPBIS reduced receipt of counseling for inappropriate behavior among at-risk and socially-emotionally skilled children¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i0 negligible
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 A lower percentage of at-risk (29.8% vs. 35.7%, d = -0.15) and socially-emotionally skilled (8.8% vs. 12.3%, d = -0.18) children in SWPBIS schools received counseling than their peers in comparison schools. → 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 · i0 · causal · r2

Within-class comparisons in the group-randomized trial using the Services Assessment for Children and Adolescents teacher report on counseling for inappropriate behavior or social skills development. "A low er percentage o f at-risk" and socially-emotionally skilled children in SWPBIS schools received counseling, with printed d values of -0.15 and -0.18.

"A low er percentage o f at-risk (29.8% vs. 3 5.7% , d = —0.1 5) and soc ia lly -e m otio na lly skilled (8.8% vs. 1 2.3% , d = —0.18) children in the SW PB IS schools received cou nseling than those in the at-risk and so c ia lly -e m otio na lly skilled classes w ithin the com parison schools, respectively."

Discussion¶

Related Claims¶

• SWPBIS effects on discipline referrals and school services tended to be greatest among children rated at-risk or high-risk at baseline — a broader claim this one bears on
• SWPBIS produces a very small improvement in teacher-rated emotion regulation among elementary school children (ES = 0.11) — related
• SWPBIS produces a very small improvement in teacher-rated prosocial behavior among elementary school children (ES = 0.17) — related
• SWPBIS does not significantly reduce out-of-school suspensions in this trial — 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
• 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
• 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) — related
• SWPBIS reduces the odds of receiving an office discipline referral — related
• At-risk children in SWPBIS schools were significantly less likely to be referred to special education than at-risk peers in comparison schools — related
• Latent profile analysis of baseline teacher ratings identifies four classes of children's behavioral and social-emotional risk — related