学校范围内积极行为干预和支持对不同学生学校纪律结果的影响

IF 1.2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Elementary School Journal Pub Date : 2021-03-01 DOI:10.1086/712625

Ahhyun Lee, Nicholas A. Gage, J. McLeskey, A. Huggins-Manley

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引用次数: 8

摘要

学校范围内的积极行为干预和支持（SWPBIS）已在25000多所学校广泛实施。尽管现有文献提供了实验证据，支持SWPBIS对减少办公室纪律转介和停课的积极影响，但这些对不同学生的影响尚未得到充分调查。因此，本研究旨在检验SWPBIS对所有学生的八种不同学校级别学科成绩的影响，并按学生人口统计数据（即性别、种族/民族、残疾状况）进行分类。使用事后准实验设计和倾向得分匹配，我们将112所实施SWPBIS的学校与112所教师和管理人员从未接受过SWPBIS培训的学校进行了匹配。泊松回归模型显示，所有学生和学生亚组的学校纪律结果的使用显著减少。提供了讨论和结果的含义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Impacts of School-Wide Positive Behavior Interventions and Supports on School Discipline Outcomes for Diverse Students

School-wide positive behavior interventions and supports (SWPBIS) have been widely implemented in more than 25,000 schools. Although extant literature provides experimental evidence supporting the positive impacts of SWPBIS on decreased office discipline referrals and suspensions, those effects for diverse students have not been fully investigated. Therefore, this study aims to examine the effects of SWPBIS on eight different school-level discipline outcomes for all students and disaggregated by student demographics (i.e., gender, race/ethnicity, disability status). Using a post hoc quasi-experimental design and propensity score matching, we matched 112 schools implementing SWPBIS with fidelity with 112 schools in which teachers and administrators never received SWPBIS training. Poisson regression models revealed significant reductions in the use of school discipline outcomes for all students and for student subgroups. Discussion and implications of results are provided.

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来源期刊

Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.60

自引率

5.90%

发文量

期刊介绍： The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.