Schools trained in SWPBIS implement the model with high, sustained fidelity on the School-Wide Evaluation Tool¶

Claim · All claims
Evidence · 2 studies · 2 causal r2 · q2–q3 · i3 large
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 SWPBIS-trained elementary schools showed a significant intervention condition by time interaction on the overall SET score, with large effects. → Catherine P. Bradshaw 2010

q2 i? All SWPBIS schools reached and maintained high-fidelity implementation (80% on the SET) by the end of the trial, while comparison schools did not. → Catherine P. Bradshaw 2012

Evidence¶

Catherine P. Bradshaw 2010¶

Catherine P. Bradshaw, Mary M. Mitchell, & Philip J. Leaf. (2010). Examining the Effects of Schoolwide Positive Behavioral Interventions and Supports on Student Outcomes: Results From a Randomized Controlled Effectiveness Trial in Elementary Schools. Journal of Positive Behavior Interventions, 12(3), 133-148. https://doi.org/10.1177/1098300709334798

q3 · i3 · causal · r2

Repeated measures GLM on school-level SET data from a 5-year group-randomized trial of 37 Maryland elementary schools (21 SWPBIS, 16 comparison). The interaction was significant: "Wilks's Λ = .38, F(4, 32) = 13.36, p = .001, η2 = .63, d = 3.22".

"Analysis of the SET data suggested a significant intervention effect (i.e., Intervention Condition × Time Interaction) for the overall SET score, Wilks's Λ = .38, F(4, 32) = 13.36, p = .001, η2 = .63, d = 3.22"

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

q2 · i? · causal · r2

Annual SET assessments by trained assessors blind to condition in all 37 schools; "all SWPBIS schools reached and maintained high- fidelity implementation" and 66% met the 80% threshold within the first year. Comparison schools did not consistently reach high fidelity.

"both indicated that all SWPBIS schools reached and maintained high- fidelity implementation (eg, 80% on the School-wide Evaluation Tool) 18 by the end of the trial, and no schools in the comparison condition consis- tently reached high fidelity"

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 — related - SWPBIS effects on prosocial behavior and emotion regulation are strongest for children first exposed in kindergarten — related - SWPBIS training significantly improved staff-reported implementation fidelity on all four EBS subscales — related - Teachers implemented Preschool PATHS with high fidelity and positive engagement in the trial — related - The SWPBIS effect on the responding-to-behavioral-violations subscale was significant only when comparing Year 1 and Year 4 — related