Academic Achievement and School-Wide Positive Behavior Supports
Bibliographic Data
| ID | 12364788 |
|---|---|
| Authors | Nicholas A Gage (0000-0002-1800-1760, University of Florida, Gainesville, USA, corresponding author), George Sugai (University of Connecticut, Storrs, USA), Timothy J Lewis (0000-0003-1560-1477, University of Missouri), Sarah Brzozowy (State Education Resource Center, Middletown, CT, USA) |
| Year | 2013 |
| Volume | 25 |
| Issue | 4 |
| Pages | 199-209 |
| Publication date | 2013-12-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Disability Policy Studies (JOURNAL) |
| Journal identifiers | ISSN: 1044-2073 • E-ISSN: 1538-4802 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1044207313505647 |
| OpenAlex | W2007116533 |
| Language | EN |
| Citations received | 7 |
| References cited | 25 |
School-wide positive behavior supports (SWPBS) is designed to improve learning environments by increasing the (a) amount of time students are in school (e.g., decreased out-of-school suspensions), (b) proportion of minutes students are engaged in instruction, and (c) level of academic engagement of students during instruction. The underlying assumption is that by improving social behavior, schools have more time to deliver effective instruction. However, to date, this assumption has not been fully investigated. The goal of this study was to explicitly examine the impact of SWPBS on school-wide academic achievement. First, a comprehensive review of the SWPBS literature was conducted to determine the impact of SWPBS on academic achievement. Then, a longitudinal state-level analysis of schools implementing SWPBS and propensity score-matched control schools was conducted to identify differential effects. Results indicated little to no relationship between SWPBS alone and school-level academic achievement. Implications, considerations, and future directions are discussed
Academic achievement · Control (management · Longitudinal study · Mathematics education · Propensity score matching · Autism Spectrum Disorder Research · Behavioral and Psychological Studies · Computer Science · Education Discipline and Inequality · Medicine · Psychology
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| Unique citing works | 7 |
|---|---|
| Citations per year | 0.78 |
| Citation span | 2017 - 2025 (9) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 7 |