Claims

SWPBIS produces a very small reduction in teacher-rated aggressive and disruptive behavior among elementary school children over 4 years (ES = 0.12)

Claim · All claims
Evidence · 1 study · causal r3 · q3 · i0 negligible
Currency · newest study 2012 · checked against its sources 2026-10-15 (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 lower levels of aggressive and disruptive behaviors compared with those in control schools over 4 years (ES = 0.12). → 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

Group randomized controlled effectiveness trial in 37 elementary schools; 3-level HLM on teacher TOCA-C ratings at 5 time points over 4 years. Children in SWPBIS schools had "lower levels of aggressive and disruptive behaviors compared with those in the control schools" (ES = 0.12).

"The multilevel anal- yses indicated a signi ficant positive intervention effect on disruptive behav- iors (g = –0.02, t= –2.23, P , .05, effect size (ES) = 0.12), such that children in SWPBIS schools had lower levels of ag- gressive and disruptive behaviors compared with those in the control schools"

Studies bearing on this claim

Does PBIS reduce students' problem behaviour and raise prosocial behaviour, as teachers rate it? This table gathers the studies behind this claim and the 7 narrower claims that bear on it: 3 distinct studies (3 causal), q2–q3, 2 of 3 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Study Design Effect as recorded Bears on this claim through
Catherine P. Bradshaw 2012 q3 · causal · r3 i0 this claim; SWPBIS produces a very small improvement in teacher-rated prosocial behavior among element (supports); SWPBIS produces a very small improvement in teacher-rated emotion regulation among element (supports); SWPBIS produces a very small reduction in teacher-rated concentration problems among eleme (supports)
Waasdorp TE 2012 q3 · causal · r3 i? SWPBIS reduces the rate of increase in teacher-reported bullying perpetration over element (supports); SWPBIS reduces the rate of increase in teacher-reported peer rejection over elementary sch (supports)
Benner 2008 q2 · causal · r1 i1; i? PBIS implementation is associated with significant pre-to-post reductions in externalizing (supports); Teachers' PBIS knowledge and fidelity (TKSS score) interacts with pre-to-post change in pr (qualifies)

Discussion

Learner Variables

Page metadata
Field Value
type claim
id swpbis-reduces-disruptive-behavior
title SWPBIS produces a very small reduction in teacher-rated aggressive and disruptive behavior among elementary school children over 4 years (ES = 0.12)
description SWPBIS produces a very small reduction in teacher-rated aggressive and disruptive behavior among elementary school children over 4 years (ES = 0.12)
status review
evidence_strength moderate
newest_evidence 2012
source_checked 2026-10-15
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

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