SWPBIS effects on prosocial behavior and emotion regulation are strongest for children first exposed in kindergarten¶
Claim · All claims
Evidence · 1 study · causalr3·q3
Currency · newest study 2012 · not yet checked against its sources · 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 i? Children who began the trial in kindergarten fared better in SWPBIS schools on prosocial behavior and emotion regulation than kindergarten children in comparison schools. → 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 · i? · causal · r3
Cross-level interaction tests in the HLM models of the group RCT showed grade cohort × SWPBIS interactions: "children who were in kindergarten when the trial began fared better in SWPBIS schools than in comparison schools" on both outcomes; no effect size is printed for these interactions.
"The results indicated that children who were in kindergarten when the trial began fared better in SWPBIS schools than in comparison schools on both prosocial behavior ( g = 0.08, t= 2.77, P , .01) and emotion regulation (g = 0.05, t= 2.38, P , .05)"
Discussion¶
Learner Variables¶
- Affect Regulation — outcome: instruction changes it
Related Claims¶
- 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 produces a very small reduction in teacher-rated concentration problems among elementary school children (ES = 0.08) — related
- SWPBIS schools achieved and maintained high implementation fidelity during the trial — related
- SWPBIS effects on peer rejection appeared strongest for children first exposed in earlier grades, the one significant grade-cohort interaction among those tested — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
swpbis-strongest-kindergarten-exposure |
title |
SWPBIS effects on prosocial behavior and emotion regulation are strongest for children first exposed in kindergarten |
description |
SWPBIS effects on prosocial behavior and emotion regulation are strongest for children first exposed in kindergarten |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2012 |
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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