SWPBIS training significantly improved staff-reported implementation fidelity on all four EBS subscales¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Staff ratings of schoolwide, nonclassroom, classroom, and individualized behavior support systems all improved significantly in SWPBIS-trained schools. → Catherine P. Bradshaw 2010

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 the staff-completed Effective Behavior Support Survey across 5 years of the randomized trial. Schoolwide systems effect: "Wilks's Λ = .50, F(4, 32) = 7.97, p < .001, η2 = .50, d = 1.71"; nonclassroom d = 1.47, classroom d = 1.08, individualized d = 1.46.

"there was a significant effect of SWPBIS training on the percentage of staff rating their school as having schoolwide systems in place, Wilks's Λ = .50, F(4, 32) = 7.97, p < .001, η2 = .50, d = 1.71"

Discussion¶

Related Claims¶

• Schools trained in SWPBIS implement the model with high, sustained fidelity on the School-Wide Evaluation Tool — related
• The SWPBIS effect on the responding-to-behavioral-violations subscale was significant only when comparing Year 1 and Year 4 — related